Search Results (73)

A behavioral and neuropsychological disorder that develops in young children during their early school years is called attention-deficit hyperactivity disorder (ADHD). When young children are diagnosed with ADHD, they have a tendency not to concentrate on academic and extracurricular activities. Moreover, children affected with ADHD suffer from mood swings, so it becomes quite difficult for them to establish good connections with teachers and friends. In the field of clinical research, deploying Electroencephalography (EEG) signals, a rapid and accurate diagnosis of ADHD is essential so that an effective treatment can be given to the children affected with ADHD. In this work, a unified framework is proposed for the detection of ADHD using EEG signals and some coherent models. The framework initially employs the concept of normalization of EEG signals, followed by the usage of dimensionality reduction techniques such as Local Linear Embedding (LLE), Sammon Mapping (SM) and Locally Linear Coordination (LLC). The dimensionally reduced EEG values are further clustered using four techniques such as spectral clustering, K-means clustering, Fuzzy C-means (FCM) clustering, Hierarchical Density-Based Spatial Clustering of Applications with Noise (HDBSCAN), and finally, silhouette coefficient analysis is used to analyze the clustering effectiveness. The features are then extracted from the clustered values using an Improved Wavelet Transform (IWT) and then the features are selected with four efficient techniques such as the chi-squared test, Mutual Information (MI), Mahalanobis analysis and Binary Horse Herd Optimization (BHHO) techniques. Finally, the selected values are fed into classifiers for classification with the help of ten traditional machine learning classifiers. The work is tested on a publicly available ADHD dataset and the analysis shows that the best results are obtained when the LLC dimensionality reduction is utilized with FCM clustering and IWT feature extraction, BHHO feature selection, and classified with LGBA classifier reporting a high classification accuracy of 98.12%. Full article

This article conceptualizes active tourism as a strategy for promoting physical activity (PA) among children and adolescents and examines the literature that has analyzed its different modalities and their application across diverse settings and contexts. A systematic review (2015–2025) was conducted in accordance with PRISMA 2020, with searches performed in PubMed, Scopus, and Web of Science. Predefined inclusion and exclusion criteria were applied, alongside rigorous screening procedures and methodological quality assessment. Twelve studies were included, covering experiential and knowledge-oriented modalities implemented in curricular, extracurricular, family, and community contexts. The results show that active tourism increases PA frequency, duration, and intensity, and enhances physical fitness indicators as well as psychosocial variables (intrinsic motivation, enjoyment, autonomy, and competence). Experiential modalities and rural/natural environments predominate, generally yielding stronger effects than urban or mixed settings; however, these latter contexts broaden reach and equity by integrating activities into daily routines. Conceptual heterogeneity and the scarcity of longitudinal studies limit the estimation of sustained effects and the comparison across modalities. At present, active tourism emerges as a transversal approach to promoting meaningful PA in children and adolescents, integrating movement, learning, and well-being. Comparative and longitudinal designs capable of quantifying dose–response patterns by modality and setting are recommended, as well as policies that strengthen school–family–community linkages to enhance adherence and reduce inequalities in access to active opportunities. Full article

This study examines the effectiveness of a purposefully constructed Foreign Language Learning Environment (FLLE) in developing foreign language communicative competence within Kazakhstani higher education. Focusing on four interrelated components—pedagogical resources, physical learning space, motivational strategies, and ICT integration—the study addresses the limited opportunities for authentic English communication characteristic of EFL contexts. A quasi-experimental design involving 69 undergraduate students was employed, with participants divided into experimental and control groups. Statistical analysis using the Mann–Whitney U test revealed significantly higher post-test results in the experimental group, particularly in speaking performance. The findings demonstrate that communicative competence development can be significantly enhanced when (1) instructional materials prioritize authentic, task-based communication, (2) classroom spaces are organized to facilitate face-to-face interaction, (3) motivational support is provided through speaking activities and extracurricular activities, and (4) ICT tools, including conversational AI, are used to extend communicative interaction beyond classroom time. Full article

Given the concurrent challenges of declining participation rates in STEM education and the growing societal demand for STEM expertise, understanding and implementing motivation-enhancing interventions is essential for safeguarding the future STEM workforce and enabling societies to respond to technological and societal challenges. This narrative literature review synthesized studies published between 2014 and 2025 and aimed to elucidate the underlying rationales and drivers of motivation-focused STEM research, as well as to identify and evaluate interventions designed to increase students’ motivation for STEM. The synthesis identified four recurring drivers of motivation-focused STEM research: increasing demand for the STEM workforce, inequities in STEM participation, the strategic socioeconomic importance of STEM and declining student motivation over time. Interventions were analytically grouped into six categories: motivational STEM interventions/programs, community engagement initiatives, hands-on learning approaches, supportive instructional materials and educational technologies, extracurricular interventions, and interventions leveraging social support. Overall, the synthesis indicated that motivational effects were shaped less by the setting of an intervention and more by its implementation characteristics, including duration, intensity, pedagogical integration and alignment with students’ motivational needs. Interventions that were sustained and well-integrated tended to have more positive effects, whereas short or weakly embedded approaches yielded mixed or transient outcomes. The insights presented here provide structured guidance for educators and policymakers seeking to foster more motivated STEM learners, with potential implications for improving retention in STEM pathways and addressing the growing societal demand for STEM professionals. Full article

Students with autism spectrum disorder (ASD) represent a growing population in U.S. higher education, including those with academic talents and gifts. Our research team has studied these academically talented students with ASD, along with their teachers, parents, counselors, and disability service providers at highly competitive colleges and universities in the United States. Using qualitative methodology and thematic analysis, this study examined factors and experiences relating to how self-perceptions of identification as twice exceptional contributed to academic success among 40 students with ASD attending highly competitive colleges. A focus of this research was the role that participants’ perception of their talents, disabilities, and learning experiences played in their academic success. Findings indicate that slightly under half of the participants believed they had a clear understanding of their academic talents and their ASD during college. Their self-perceptions of ability varied over time and based on various academic and social challenges, but most believed an understanding of their twice-exceptionality was necessary for their academic success. Over time, particularly during their college years, participants learned to better understand their talents and disabilities and to identify which strength-based experiences helped to shape their success. Students’ positive experiences, such as success in advanced, accelerated, and interest-based classes as well as enjoyable extracurricular activities, positively enhanced their self-perceptions of academic abilities and promoted confidence in future educational and career paths. Full article

The transition toward sustainable production requires engineering and science education to adopt active, interdisciplinary, and practice-oriented teaching strategies. This article presents a comparative analysis of two educational initiatives implemented in Panama aimed at fostering sustainability competencies at the university and secondary school levels. The first initiative, developed at the Technological University of Panama, integrates project-based learning and circular economy principles into an extracurricular module focused on production planning, sustainable design, and quality management. Students created prototypes using recycled HDPE and additive manufacturing technologies within a simulated startup environment. The second initiative, carried out in two public secondary schools, applied project- and challenge-based learning through the Design Thinking framework, supporting teachers and students in addressing real-world sustainability challenges. Both programs emphasize hands-on learning, creativity, and iterative development, embedding environmental awareness and innovation in both formal and informal educational settings. The article identifies key opportunities and challenges in implementing active methodologies for sustainability education. Challenges such as limited infrastructure and rigid schedules were identified, along with lessons learned for future implementation. Students connected local issues to global goals like the SDGs and saw themselves as agents of change. These initiatives offer practical models for advancing sustainability education through innovation and interdisciplinary collaboration. Full article

Background/Objectives: Leadership in physical education plays a critical role in the holistic development of students, influencing variables such as satisfaction, group cohesion, and performance. Despite the abundance of cross-sectional studies, there is a paucity of longitudinal evidence exploring the temporal stability of these perceptions in adolescent populations, which limits the current understanding of leadership development in educational settings. This longitudinal study investigates how secondary and high school students perceive and prefer different leadership styles in PE and how these relate to gender, academic level, and sport participation, grounded in the multidimensional leadership model. The analysis is further contextualized by recent research emphasizing adaptive, evidence-based pedagogical approaches in physical education, the influence of competitive environments on leadership expectations, and the role of emotional support in training contexts. Methods: Using validated questionnaires (LSS-1 and LSS-2), five dimensions were assessed: Training and Instruction, democratic behavior, autocratic behavior, Social Support, and positive feedback, considering variables such as gender, academic level, and extracurricular sport participation. Data were collected at two time points over a 12-month interval, enabling the identification of temporal patterns in students’ perceptions and preferences. Sampling procedures were clearly defined to enhance transparency and potential replicability, and the choice of a convenience sample from two private schools was justified by accessibility and continuity in longitudinal tracking. Although no a priori power analysis was conducted, the sample size (n = 370) was deemed adequate for the non-parametric analyses employed, with an estimated statistical power ≥ 0.80 for medium effect sizes (Cohen’s d = 0.3–0.5). Results: The results revealed a marked preference for leadership styles emphasizing social support and positive feedback, particularly among students engaged in sports. Statistically significant differences (p < 0.05) were identified based on gender and academic maturity, with female students favoring democratic behavior and students in the fourth year of compulsory secondary education showing a stronger inclination toward styles prioritizing emotional support. Trends toward statistical significance (p < 0.10) were also reported, following precedents in the sport psychology and sport sciences literature, as they provide potentially relevant indications for future research directions. The congruence between perceived and preferred leadership emerged as a key factor in student satisfaction, confirming that adaptive leadership enhances students’ learning experiences and overall well-being. However, this satisfaction was inferred from congruence measures, rather than directly assessed, representing a key methodological limitation. Conclusions: This study underscores the importance of physical education teachers tailoring their leadership styles to the individual and group characteristics of their students. The findings align with methodological approaches used in preference hierarchy analyses in sport contexts and support calls for individualized pedagogical strategies observed in sports medicine and training research. By providing longitudinal evidence on leadership perception stability and integrating recent cross-disciplinary findings, the study makes an original contribution to bridging the gap between educational theory and practice. The results address a gap in the literature concerning the temporal stability of leadership perceptions among adolescents, offering a theoretically grounded basis for future research and the design of pedagogical innovations in PE. Full article

This study investigates the development of cognitive, emotional, and social skills in pre-service teachers through extracurricular activities, addressing 21st century challenges in preparing educators for diverse learning environments. It was hypothesized that extracurricular activities would positively influence cognitive skills (self-efficacy, self-regulation), emotional dimensions (professional interest), social competencies (teacher–student relationships), and academic achievement. This study employed predictive correlational methodology based on an integrated theoretical framework combining Social Cognitive Theory, Self-Determination Theory, Self-Regulation Theory, and Interpersonal Relationships Theory within formal–informal learning contexts. A psychometrically robust instrument (“Scale on the Contribution of Extracurricular Activities to Professional Development”) was developed and validated through exploratory and confirmatory factor analyses, yielding a five-factor structure with strong reliability indicators (Cronbach’s α = 0.91–0.93; CR = 0.816–0.912; AVE = 0.521–0.612). Data from 775 pre-service teachers (71.1% female) across multiple disciplines at a Turkish university were analyzed using structural equation modeling (χ²/df = 2.855, RMSEA = 0.049, CFI = 0.93, TLI = 0.92). Results showed that extracurricular participation significantly influenced self-efficacy (β = 0.849), professional interest (β = 0.418), self-regulation (β = 0.191), teacher–student relationships (β = 0.137), and academic achievement (β = 0.167). Notably, an unexpected negative relationship emerged between self-efficacy and academic achievement (β = −0.152). The model demonstrated strong explanatory power for self-efficacy (R² = 72.8%), professional interest (R² = 78.7%), self-regulation (R² = 77.2%), and teacher–student relationships (R² = 63.1%) while explaining only 1.8% of academic achievement variance. This pattern reveals distinct developmental pathways for professional versus academic competencies, leading to a comprehensive practical implications framework supporting multidimensional assessment approaches in teacher education. These findings emphasize the strategic importance of extracurricular activities in teacher education programs and highlight the need for holistic approaches beyond traditional academic metrics, contributing to Sustainable Development Goal 4 by providing empirical evidence for integrating experiential learning opportunities that serve both academic researchers and educational practitioners seeking evidence-based approaches to teacher preparation. Full article

Teaching self-efficacy refers to a teacher’s confidence in their ability to engage students and foster learning, directly influencing their instructional planning, strategies, and student assessment practices. Neuroscience education for teachers has been shown to increase enthusiasm and support professional growth by introducing essential brain-related principles. This study investigated whether prior exposure to neuroscience predicts teaching self-efficacy among Brazilian basic education teachers. A total of 1120 teachers completed online surveys, providing sociodemographic information, educational background, teaching experience, and data regarding their previous neuroscience exposure. Participants’ neuroscience knowledge was assessed through a questionnaire designed to measure familiarity with fundamental neuroscience concepts, and teaching self-efficacy was evaluated using the Teacher Sense of Efficacy Scale (TSES). The results indicated that teachers with prior exposure to extracurricular neuroscience courses demonstrated significantly higher neuroscience knowledge. Additionally, those with previous neuroscience exposure exhibited a marginally significant increase in self-efficacy for instructional strategies and a significant increase in classroom management, while no significant differences were observed in student engagement. Regression analyses confirmed that neuroscience exposure significantly predicted self-efficacy in instructional strategies and classroom management. These findings reinforce the connection between neuroscience education and enhanced teaching self-efficacy, underscoring the importance of neuroeducation programs as valuable tools for supporting teachers’ professional development and well-being. Full article

While high dropout rates hinder the success of online education, little is known about the patterns of dropout beyond adult education, particularly regarding time-related variables. This study aims to address this gap by analyzing data from 219 online extracurricular English courses, involving approximately 300,000 Chinese elementary students. We employed a multilevel modeling technique and found that the dropout rate increased throughout the semester and peaked at chapter transitions. Furthermore, we also found that the dropout rate varied with grades and semesters. Younger students and those in the second semester were more likely to drop out from online education and exhibited a higher dropout rate during chapter transitions. These findings highlight the temporal dynamics of dropout in elementary online education in China and the variations across grade and semester, providing valuable implications for educators in designing more effective online learning environments. Future studies should further explore the generalizability of these patterns in other educational and cultural contexts. Full article

Science, technology, engineering, and mathematics (STEM) are crucial for economic development and play a significant role in achieving sustainable development goals. Despite this, there is a shortage of skilled STEM professionals and a declining interest in STEM education and careers. The Saudi Vision 2030 goal of economic diversification and sustainable development aims to transform Saudi Arabia into a knowledge-based economy driven by innovation and sustainability. This study investigates factors influencing adolescents’ attitudes toward STEM careers in Saudi Arabia, with comparative insights from Bahrain and Singapore. Structural equation models (SEM) were constructed for each country to analyze the influence of scientific self-concept, school belonging, and teacher effectiveness on students’ choices of science careers. Mediation analysis examined the interest and value of science as mediators in these relationships. Confirmatory factor analysis was conducted to validate model constructs before building SEM models. Data from TIMSS 2019 for eighth-grade students was used to develop model constructs based on relevant items from the student questionnaire. Findings reveal that students’ interest in and value of science significantly influence career decisions, with self-concept and teacher engagement playing crucial roles. Teacher effectiveness had the strongest impact on science interest in Saudi Arabia and Bahrain, while self-concept was most influential in Singapore. These results highlight the importance of fostering teacher engagement and self-concept to encourage students’ career paths in science. To support this, Saudi Arabia should enhance teacher training programs by integrating mentorship, active learning strategies, and technology driven instruction to improve student engagement. Adopting Singapore’s blended learning model can foster self-confidence and independence in STEM education, while hands-on learning and career exposure programs can strengthen students’ self-concept and long-term commitment to STEM fields. Additionally, expanding extracurricular STEM initiatives and industry partnerships will help connect classroom learning to real-world applications. By aligning STEM education reforms with these insights, Saudi Arabia can cultivate a skilled workforce that supports its economic transformation under Vision 2030. Full article

Previous research has shown a significant percentage of dropouts in university studies, particularly in the first years. Furthermore, evidence links higher motivation and curricular improvement in students when they enhance their self-regulated learning (SRL). A systematic review was conducted using the PRISMA method to identify and analyze interventions to improve SRL in first-year undergraduate students. The interventions analyzed addressed student learning, classroom management by teachers, evaluation processes, and administrative management. Additionally, the need for a holistic and continuous approach was identified, covering cognitive, metacognitive, motivational, behavioral, and affective dimensions. The combination of self-perception questionnaires and academic grades was the most used strategy to measure intervention effectiveness. These findings emphasize the importance of adapting interventions to specific contexts and ensuring their continuity to maximize the impact on the development of students’ self-regulated learning. The results reveal a high heterogeneity in the approaches applied, highlighting the most effective techniques as follows: specialized workshops, the use of virtual tools, and group and individual tutoring. Intracurricular interventions, integrated within course content and led by the faculty, demonstrated greater success by embedding SRL strategies into the teaching–learning process. In contrast, extracurricular interventions, conducted by tutors or academic advisors, faced challenges related to student motivation and participation. Full article

Teaching can contribute substantially to achieving the Sustainable Development Goals (SDGs) by addressing traditional curriculum-relevant topics in new contexts related to sustainability. A suitable context is green facades, which support several SDGs at once. The aim of sustainability education should be to foster all components of the KAP triad, i.e., not only promoting environmental knowledge (K) and attitude (A) but also enabling appropriate practices (P). This study analyzes the effect of a short-term didactic intervention on green facades (4 h) on the KAP triad. Pre-, post-, and follow-up tests were conducted with n = 71 students aged M = 14.19 (SD = 1.54). Knowledge and attitude development were analyzed using ANOVA. Regression analyses were calculated to assess the relations of knowledge and attitude with practices. The results show that even a short-term intervention can lead to longer-term effects regarding knowledge growth but will only bring about short-term changes in attitude. Attitude items with the strongest change were not related to students’ direct or immediate activities. In addition, environmental knowledge and attitude appear to support different kinds of activities. Therefore, it seems important that didactic interventions focus on knowledge and attitude to enable students to engage in pro-environmental behaviors. Full article

Background: Afterschool programs (ASPs) funded under the 21st Century Community Learning Center (CCLC) Act were designed to provide a safe environment for students to engage in extracurricular programming. COVID-19 disrupted the school environment leading to numerous negative outcomes for students and parents, as well as teachers and school administration. The effects of COVID-19 continue to be felt as educational disparities persist, creating opportunities for afterschool programming to help lessen the gaps. Methods: Based on the lasting impact of COVID-19 and the lack of literature on ASPs, the purpose of this study is to compare the effectiveness of a 21st CCLC ASP from spring 2019 to spring 2020 to account for the initial effects of the global COVID-19 pandemic. Our aims were to (1) examine the differences in student ratings of various ASP outcomes the semester before and semester during which COVID-19 began, and (2) determine if student grade level impacts ratings of various ASP outcomes. Findings: Results showed that family involvement significantly increased from before to during COVID-19 and that early adolescents had significantly worse outcomes related to family, friends, grades, and overall opinions of the ASP during the pandemic than those in younger grades. Conclusions and Implications: Recommendations for ways to increase engagement in ASPs for both families and youth transitioning to higher grade levels are discussed. Full article

A three-year pilot study investigated the effectiveness of artificial intelligence (AI) as a motivational tool for teaching programming concepts within the Croatian Informatics curriculum. The study was conducted in schools through the extracurricular activity EDIT CodeSchool with the Development of Intelligent Web Applications (RIWA) module. Twelve schools in Split-Dalmatia County in the Republic of Croatia participated, resulting in 112 successfully completed student projects. The program consisted of two phases: (1) theoretical instruction with examples and exercises, and (2) project-based learning, where students developed final projects using JavaScript and the ml5.js library. The study employed project analysis and semi-structured student interviews to assess learning outcomes. Findings suggest that AI-enhanced learning can effectively support programming education without increasing instructional hours, providing insights for integrating AI concepts into existing curricula. Full article