Search Results (1,670)

As of 2025, there are approximately 154.3 million voice assistant users in the United States (Emarketer, 2025). Given the prevalence of digital voice assistants in children’s lives, it is critical to understand how children interact with and learn from such digital technologies. Across two experiments, we utilized a modified selective trust design to explore children’s (N = 310) information-seeking behaviors towards technological and human sources in the science domain. In Experiment 1 (N = 143), we asked whether children (aged 4–6) are more likely to direct scientific questions towards and trust in scientific explanations from a digital voice assistant or a peer. The experiment included three parts: (i) scientific ask and endorse phase (ii) explicit judgement phase and (iii) digital voice assistant familiarity question phase. In the first part of the scientific ask and endorse phase, children were asked who they would rather ask to answer certain scientific questions. In the second part of this phase, the digital voice assistant and the peer each provided an explanation in response to that question. Half of the children were assigned to a condition where the digital voice assistant provided a noncircular explanation, and the other half of the children were assigned to a condition where the peer provided a noncircular explanation. In Experiment 2 (N = 167), we examined children’s preference to pose scientific questions to and trust in explanations from a digital voice assistant or a classroom teacher. Across both studies, children preferred to ask questions and trust scientific explanations from the digital voice assistant rather than the peer or the teacher. By understanding how children learn with and through digital technologies in the domain of science, we can design future interventions that leverage conversational AI to further enhance children’s science engagement and critical thinking skills during the early childhood years. Full article

Background/Objectives: Physical activity behaviours are established early in life and tend to track across developmental stages. However, the role of continuity of sport participation across multiple developmental periods in shaping current physical activity levels remains insufficiently understood. This study aimed to examine the association between continuity of sport participation across developmental stages and current physical activity levels in university students, and to assess whether this association followed a graded pattern and differed by sex. Methods: A cross-sectional study was conducted among 796 fourth-year undergraduate students enrolled in a Primary School Education degree program at the University of Turin. Data were collected using an anonymous online survey. Current physical activity was assessed using the International Physical Activity Questionnaire—Short Form (IPAQ-SF) and categorised as non-active, sufficiently active, or active. Sport participation across six developmental stages was retrospectively assessed and summarised into a three-level continuity variable (discontinuous, intermediate, continuous). Associations were examined using chi-square tests and ordinal logistic regression models adjusted for sex, age, and body mass index (BMI). Predicted probabilities were estimated to aid interpretation. Results: Continuity of sport participation was significantly associated with current physical activity levels (χ²(6) = 67.55, p < 0.001), with a graded pattern evident. In adjusted models, discontinuous participation (OR = 0.24, 95% CI 0.14–0.39) and intermediate participation (OR = 0.62, 95% CI 0.46–0.82) were associated with lower odds of belonging to higher physical activity categories than continuous participation. Predicted probabilities showed a clear dose–response pattern, with progressively higher likelihoods of being active as continuity increased. This pattern was consistent across sexes, although males exhibited higher overall activity levels. Conclusions: Greater continuity of sport participation across developmental stages is associated with higher current physical activity levels. Promoting sustained engagement in sport may support the development of active lifestyles across the lifespan. Full article

A cross-sectional study was conducted with student teachers from four Education Degree Colleges located in Upper and Lower Myanmar. Drawing on the positive psychology framework, the predictive role of character strengths in flourishing was examined by integrating strengths self-efficacy (SSE) and resilience as parallel mediators. Participants (n = 1251, M_age = 20.84 years, SD = 1.28) were selected using stratified random sampling and completed four validated measures: VIA-72, SSE Scale, Connor–Davidson Resilience Scale 25, and Flourishing Scale. Correlational analyses revealed significant moderate positive associations between study variables. Using structural equation modeling, the results showed a direct predictive effect of character strengths on SSE, resilience, and flourishing. In addition, SSE and resilience partially mediated the relationship between character strengths and flourishing. Importantly, the indirect pathway through resilience was stronger than the SSE, indicating that the ability to adapt to challenges plays an essential role in linking character strengths with the flourishing of student teachers in the Myanmar Teacher Education setting, which practices a competency-based curriculum. Overall, supporting the strengths-based literature, the parallel mediational model of SSE and resilience contributes to a better understanding of how character strengths explain flourishing. The implications for Teacher Education and directions for future research are discussed. Full article

This structured narrative review aimed to synthesize the findings of various studies to determine the efficacy of Self-Regulated Learning (SRL) training programs for in-service and pre-service teachers on their knowledge and skills, and to evaluate the transfer to teaching practice and student outcomes. Following PRISMA guidelines, a search was conducted across Web of Science, Scopus, and PsycInfo, ultimately including 30 intervention studies. The results confirmed that professional development is effective in enhancing teachers’ knowledge, skills, and beliefs related to SRL. However, due to wide methodological diversity, the review identified varied intervention factors showing promise, but a unified association between sample type (in-service vs. pre-service) and overall impact was unattainable. While SRL training successfully improves teacher competency, the limited evaluation of student performance or long-term effects prevents the definitive claim that the training reliably changes teaching practice toward a more self-regulated approach. Future research should prioritize robust longitudinal designs and include student-level measures. Full article

This study explores how pre-service early childhood educators imagine and anticipate their upcoming practicum experience before entering the classroom, focusing on how schooling is both remembered and reimagined in advance of practice. Drawing on qualitative data from open-ended prompts in a Google Forms survey with undergraduate teacher education students, the study examines expectations regarding childhood, schooling, the teacher’s role, and practicum challenges. Using thematic analysis, the findings reveal persistent tensions in how participants conceptualize teaching and learning. While students frequently articulate child-centred and democratic ideals—emphasizing care, participation, and experiential learning—their responses simultaneously reproduce elements of the schoolized mind, through which schooling is imagined as structured by control, transmission, evaluation, and teacher authority. Practicum is anticipated both as a learning opportunity and as a moment of exposure requiring competence, classroom management, and error avoidance. The findings suggest that pre-service teachers approach practicum through already sedimented and socially shaped imaginaries of schooling. These anticipatory frameworks highlight the need for teacher education to critically engage with how schooling is imagined, in order to better shape future pedagogical practice. Full article

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

Farm-to-school initiatives, including school gardens, are an increasingly popular strategy to increase student access to healthy produce and nutrition education opportunities. While studies show school garden programs and garden-enhanced nutrition education can positively impact student consumption of fruits and vegetables, there is a gap in evaluation tools that can be used by practitioners across varied school sites, grades, and communities, to assess outcomes of their garden programs. This effort piloted the Student Garden Retrospective Survey (SGR) for grades 4+ in four classrooms in two counties in California. The instrument included items to measure program exposure, garden skill experiences, changes in students’ behaviors, preferences, and attitudes, as well as their perceptions of the program. Student and teacher feedback on the evaluation tool was gathered to determine if students understood the questions being asked, were able to complete the survey, and whether the evaluation questions were pertinent to their school gardening experiences. The results demonstrate that the SGR is suitable for evaluating school garden and garden-enhanced nutrition education programming. In the future, the evaluation tool can be used by practitioners to iteratively improve garden-based education to enhance students’ nutrition and health outcomes. Full article

Despite the existence of several systematic reviews and meta-analyses on co-teaching, research that includes student voice through students’ views and experiences is rare. This systematic review of 63 published and unpublished studies synthesises the experiences and views of students with and without disabilities when co-taught by a general and a special educator. Data were extracted from seven databases in July 2025. We used an assimilated approach to synthesise findings from qualitative, quantitative and mixed-methods studies through reflexive thematic analysis. Findings show that most students with and without disabilities perceive co-teaching as having positive academic, social, and affective impacts, with many preferring varied co-teaching models. Students valued support from special educators for all learners, but some reported frustration and limited academic benefits when collaboration between co-teachers was weak. Their voice calls for reconsidering co-teaching as an inclusive approach through changes in model implementation and co-teachers’ role delivery. Recommendations for future research include examining the distinct voices of students with and without disabilities and increasing their involvement as primary stakeholders in co-teaching research. Recommendations for policy and practice, particularly regarding students’ academic, social, and affective outcomes, highlight the importance of student engagement through participatory activities in promoting the inclusive orientation of co-teaching. Full article

Against the backdrop of uneven educational development and structural constraints in rural Mainland China, teacher agency is critical for driving professional growth and instructional improvement. Rural educators face distinct challenges—limited resources, isolated work contexts, and systemic pressures—that shape their capacity to enact change. While scholarship has documented the roles of contextual resources and individual beliefs in shaping teacher agency, less is known about the mediating mechanisms linking job resources and self-efficacy to agency within China’s rural educational landscape. This study examines how perceived job resources (teaching resources, administrative support, colleague support, parental support) and teaching self-efficacy collectively shape rural teachers’ agency, to inform policy and practice for strengthening their professional capacity. Drawing on a quantitative survey of 625 rural teachers, we employ a two-stage analytical approach: first, descriptive statistics, t-tests, ANOVA, and Pearson correlations to map baseline variable relationships; second, Hayes’ PROCESS macro (Model 4) with bootstrapping to test the mediating role of teaching self-efficacy between job resources and teacher agency. Findings reveal the following: (1) Rural teachers report moderate agency (M = 3.53/5), indicating room for growth; (2) All four job resource dimensions significantly and positively predict agency (β = 0.099–0.163); (3) Teaching self-efficacy is a robust predictor of agency (β = 0.785–0.822, p < 0.001) after controlling for resources; (4) Self-efficacy partially mediates the links between each job resource and agency, with indirect effects ranging from 0.269 (teaching resources) to 0.451 (colleague support), highlighting its central role in translating contextual resources into agentic action. We conclude that fostering rural teacher agency requires a holistic approach addressing both external job resources and internal self-efficacy. Policymakers and administrators should prioritize investments in teaching resources, collaborative support structures, and professional development to build educators’ confidence and competence. Limitations include self-report bias, cross-sectional design constraints on causal inference, and limited generalizability. Future research should use longitudinal designs and broader samples to deepen understandings of agency in structurally constrained educational settings. Full article

Among the basic principles in providing special education services is educational equity for students with disabilities, including those with intellectual disability (ID). The purpose of this study was to examine special education teachers’ perceptions toward the international concept of inclusive education for students with ID in Saudi Arabia. It also aimed to determine their perceptions of the impact of the international concept of inclusive education on students’ community integration. Over three months, the researchers conducted semi-structured interviews with 14 special education teachers who were teaching students with ID in Saudi Arabia. Six themes emerged from the participants’ responses including their understanding of: (a) the international concept of inclusive education, (b) the appropriate placement for students with ID, (c) how the international concept of inclusive education supports a students’ community integration, (d) the role and impact of curriculum modification, (e) strategies related to the international concept of inclusive education, and (f) challenges for the implementation of the international concept of inclusive education A discussion of the findings, limitations of this study, and the implications for future research were provided. Full article

Generative Artificial Intelligence (GenAI) is transforming higher education in terms of pedagogy, student involvement, and academic management. This systematic literature review examines 30 peer-reviewed articles published from 2019 to 2025, adhering to PRISMA 2020 and Kitchenham’s methodologies. Descriptive and thematic analyses highlight five opportunities: (a) tailored and adaptive education; (b) deliberate fostering of critical thinking; (c) enhanced accessibility for varied learners; (d) teaching innovation via multimodal content development and feedback; and (e) collaborative methods that regard AI as a co-teacher. Four ongoing challenge categories also surface: (a) risks to academic integrity; (b) excessive dependence on GenAI that may hinder learner independence; (c) inconsistent faculty preparedness and change-management abilities; and (d) differences in infrastructure and policy both regionally and globally. Intersecting ethical issues, such as data privacy, algorithmic bias, transparency, and accountability, highlight the necessity for governance that aligns with institutional risk and reflects societal values. Analyzing the recent literature, this systematic review offers four contributions: (a) a recommendation model for responsible GenAI implementation in higher education institutions; (b) a framework for sustainable integration of GenAI; (c) a highlight of the future research recommendations; and (d) an integrated policy and pedagogical recommendations roadmap. These models emphasize the integration of AI literacy, ethical considerations, and critical thinking goals into educational programs. The review advocates for a strategic, stakeholder-focused approach to implementation that enhances rather than replaces human instruction, thus connecting GenAI’s educational potential with ethical, context-aware avenues for institutional transformation. Full article

Objectives: Cardiovascular diseases (CVDs) represent the main global burden of morbidity and mortality, with an accelerated epidemiological transition in regions such as Latin America. The university environment constitutes a period of critical vulnerability due to increased sedentary lifestyles and cardiometabolic risk factors. The objective of this study was to evaluate the cardiovascular risk profile in a university community in the central Andean region of Colombia using anthropometric, haemodynamic and biochemical indicators. Methods: A cross-sectional, observational, and analytical study was conducted on a sample of n = 143 participants (students, teachers, and administrators) aged between 18 and 80 years. Haemodynamic parameters (SBP, DBP, MAP), anthropometric parameters (BMI, % body fat, waist-to-height ratio [WC/W]) and lipid profile were evaluated. Statistical analysis included multiple linear regression models to determine predictors of systolic blood pressure (SBP). Results: Significantly higher levels of SBP were found in the older age groups compared with the younger age groups, reaching stage 1 hypertension levels in the sixth decade. The biochemical profile revealed metabolic deterioration with an atherogenic index (TC/HDL) consistently above the clinical threshold (>4.5) in all groups. The regression model BMI was identified as the statistical predictor with the strongest association with SBP variability in the sample (β = 1.18), followed by age (β = 0.28). A marked sexual dimorphism was observed, with men presenting early haemodynamic risk, while women experienced an accelerated post-menopausal tension and metabolic crisis. Conclusions: The university community presents latent cardiometabolic vulnerability closely linked to modifiable anthropometric factors. These findings underscore the urgency of implementing institutional preventive health policies and weight control intervention programmes to mitigate the future burden of chronic diseases on campus. Full article

Teacher attrition, particularly in early career stages, undermines sustainable education. Developing teachers’ sense of agency and well-being is therefore critical, especially for second-career teachers who bring valuable prior knowledge and professional experience. This study explored how narrative pedagogy combined with agency-focused instruction supports second-career students’ professional development. Using qualitative methodology, we analyzed reflective compositions written by 12 special education students in a year-long course. Three main themes emerged: First, narrative approaches enabled students to develop their personal and professional identities. Second, participants experienced the approach as creating relational safety, a psychologically secure environment supporting authentic sharing and collaborative learning. Third, participants envisioned implementing agency processes with their future students while acknowledging systemic challenges. These insights underscore the potential contribution of incorporating narrative and agency-based approaches into teacher education. Such approaches may strengthen resilience and well-being as students transition into practice, thereby supporting reduced attrition and advancement of sustainable education goals. Full article

The rapid development of intelligent learning guidance systems has created a favorable environment for personalized learning. By accurately predicting students’ future performance, education can be tailored and teaching strategies optimized. However, traditional prediction algorithms seldom account for highly imbalanced datasets in basic education, overlook temporal factors, and lack further interpretability of the prediction results. To address these shortcomings, we propose Temporal Variational Autoencoder-Generative Adversarial Network (TVAE-GAN), a temporal variational autoencoder-generative adversarial network model aimed at providing early warnings for high-risk students in basic education, with in-depth interpretability analysis of the prediction results to suit the unique context of basic education. TVAE-GAN extracts features from real samples and introduces a Long Short-Term Memory (LSTM) network to capture dynamic features in time series, helping the model better understand temporal dependencies in the data, remember the sequential causal information of students’ online learning, and achieve better data generation performance. Using these features, the generative model generates new samples, and the discriminator model evaluates their quality, producing outputs that closely resemble real samples through training. The effectiveness of the TVAE-GAN model is validated on a collected online basic education dataset while also advancing the timing of interventions in predictions. The performance differences between the proposed method and classic resampling methods, as well as their impact in the educational field, are analyzed, highlighting that misclassification increases teacher workload and affects students’ emotions. Key influencing factors are identified using a decision-tree surrogate model, providing teachers with multidimensional references for academic assessment. Full article

Background/Objectives: Mental fatigue in adolescents is a growing concern in educational contexts, positioning physical education (PE) teachers as key agents in designing effective mitigation strategies. This study examined the perceptions of Spanish high school PE teachers regarding the causes, consequences, and potential countermeasures for students’ mental fatigue. Methods: A total of 116 in-service teachers (81 males and 35 females; mean teaching experience 7.8 ± 5.3 years) from 12 autonomous communities throughout Spain completed a comprehensive 34-item electronic questionnaire. The instrument assessed the perceived existence, etiology, and outcomes of mental fatigue through multiple-choice, dichotomous (yes/no), and five-point Likert scale questions, with particular attention given to the role of physical activity (PA) in symptom alleviation. A quantitative frequency analysis was conducted to examine the data. Results: The main findings reveal a strong consensus among the teachers (77.6% to 87.9%) on the prevalence of mental fatigue, with its primary causes attributed to academic pressure and sedentarism. The consequences were identified as increased irritability and reduced cognitive performance. The teachers overwhelmingly endorsed moderate intensity PA as the most effective countermeasure. However, a significant gap was identified between this theoretical awareness and the systematic implementation of targeted strategies within schools. Conclusions: These results underscore the critical need for professional development programs and structural support to translate teacher knowledge into practical intervention, suggesting important directions for future research. Full article