Search Results (142)

A sustainable future is possible by educating children about the climate crisis and environmental issues. In this context, this study aims to examine the views of primary school teachers on integrating climate crisis awareness and nature-based learning into curricula. The sample of the study consisted of 15 primary school teachers working in the province of Adıyaman in the Southeastern Anatolia Region of Türkiye. Data were collected using a personal information form and a semi-structured interview form. The data were analyzed using the content analysis method. The results of the study revealed the perspectives of teachers on climate crisis awareness and the integration of nature-based learning into curricula. It is concluded that curricula are found inadequate in both quantitative and qualitative terms, while the integration of climate crisis awareness and nature-based teaching into curricula is viewed positively. Teachers criticize the lack of materials, low public awareness, and insufficient physical infrastructure in schools. In the educational process, whether conducted face-to-face or through digital tools, the aim is to present children with hopeful scenarios rather than fear and anxiety. It is observed that local, cultural, and ecological contexts guide the teaching process, and teachers require in-service training. Full article

This mixed-methods study examines the digital competence of primary school teachers in Greece and Cyprus working in multilingual and multicultural mainstream classrooms. In response to the increasing diversity in European education, it explores how teachers perceive and implement digital competence to support inclusive and quality education. Using the DigCompEdu framework and an extended TPACK model, data were collected from 146 in-service teachers through a structured questionnaire. Cluster analysis revealed three distinct competence profiles-high, moderate, and low-while Kruskal–Wallis tests confirmed significant differences among them. Thematic analysis of open-ended responses, supported by Pearson correlation analysis, highlighted how teachers’ beliefs, infrastructural conditions, and pedagogical practices intersect. Highly competent teachers reported the use of inclusive digital strategies yet pointed to systemic barriers such as limited training and poor infrastructure. Less confident teachers expressed foundational challenges and dependence on external support. Across all profiles, contextual factors—school resources, time, student digital readiness, and access to professional development—were key. The study concludes that digital competence is not merely technical but deeply context-sensitive and pedagogical. It calls for differentiated, equity-oriented professional learning pathways aligned with Sustainable Development Goals 4 and 10, contributing to inclusive education and education for sustainability in linguistically diverse classrooms. Full article

Language Assessment Literacy (LAL) is critical for teachers to perform their assessment tasks, but many teachers in low-resource contexts do not receive adequate assessment training. This qualitative multiple-case study examined the impact of a short-term Professional Development (PD) program on three in-service English as a Foreign Language (EFL) teachers in developing their LAL and in shaping their assessment conceptions, knowledge and practices as assessors. The PD training program consisted of a 30 h workshop delivered over one week and integrated theory, practice, collaborative learning, reflection, and feedback. Data collection instruments included classroom observations and interviews. Findings showed that the PD program improved teachers’ LAL by developing their assessment conceptions, knowledge, skills, and confidence, although the degree of improvement varied across participants. The findings also identified challenges teachers encountered in their assessment practices, including limited time, large class sizes, insufficient resources, and sociocultural factors that constrained teachers’ assessment conceptions and restricted their LAL development. The findings showed that PD programs could strengthen teachers’ professional identity as assessors by incorporating relevant content, practice opportunities, feedback, a supportive learning community, and self-reflection. The study findings have broader implications for professional development of LAL in other low-resource and exam-oriented EFL contexts with strong sociocultural constraints. Full article

An effective response to the socio-environmental crisis requires the education of critical citizens, capable of articulating local action with collective socio-political engagement. Teachers occupy a central position in educating for Environmental Citizenship (EC), yet in-service professional development models in this area remain scarce. Within a Design-Based Research framework, this article discusses the expert evaluation of a training prototype. 32 experts—comprising EC researchers, TPD researchers, and specialist teachers—responded to a qualitative questionnaire regarding the model’s design. Data underwent inductive content analysis, with categories emerging directly from the responses. While results strongly validate the prototype’s structure, crucial recommendations emerged for its improvement. Pedagogically, experts suggested focusing on structuring methodologies like Problem-Based Learning and Case Studies to avoid fragmentation. Conceptually, they highlighted the need to deepen critical theoretical foundations and incorporate explicit training in activism and communication skills, enriched by ethical considerations. These findings inform the redesign of a model whose implementation aims to reduce the gap between ecological awareness and transformative civic action, preparing teachers to foster genuine agency in their students. Full article

The teaching of natural sciences in complex school contexts, such as border and peripheral zones, faces challenges linked to curricular relevance, teacher preparation, and structural conditions. This study explored the professional demands of elementary teachers in northern Chile through four focus groups with 21 in-service teachers from rural and urban schools in the tri-border region. Thematic analysis revealed challenges including limited disciplinary training, scarce resources, reduced instructional time, and pressure from standardized tests. Enabling factors included the natural environment, students’ experiential knowledge, and interdisciplinary integration. Findings stress the need for situated teacher education policies responsive to territorial realities. Full article

In educational settings, the transfer of knowledge to daily life and the permanence of learning outcomes are essential goals. In this context, Outdoor Learning (OL) has gained growing attention as an approach that connects students with real-life experiences. This study compares OL practices in Türkiye and Belgium, examining their impact on educational sustainability and cultural heritage awareness through multiple stakeholder perspectives. Using a qualitative case study design with a holistic multiple-case approach, data were collected through field observations and semi-structured interviews conducted between January and June 2025. The research included five OL activities in Türkiye and six in Belgium, involving students, teachers, administrators, and external observers. Data were analyzed using descriptive and content analysis. The findings show that OL fosters environmental awareness, respect for cultural heritage, local–European identity, collaboration, and responsibility, while enhancing learning retention and motivation. In Belgium, OL is implemented systematically within educational programs, whereas in Türkiye it is expanding rapidly under new policy guidelines. However, challenges such as large class sizes, safety concerns, logistics, and financial limitations hinder consistent practice. The study concludes that OL should be organically integrated into curricula, supported by in-service teacher training and institutional financial–logistical frameworks to ensure sustainable and meaningful implementation. Full article

In this article, the development of in-service teachers’ digital competence is examined within an AI-supported learning environment designed to enhance professional modeling skills and the creation of interactive AR-based instructional content. The study investigates how such an environment supports teachers in developing contextual digital skills that enable not only the use of emerging technologies but also their meaningful adaptation to pedagogical goals and instructional needs. A training program involving 916 in-service teachers from Kazakhstani secondary schools was implemented, and survey data were collected to assess changes in digital competence and readiness to integrate AI and AR tools into teaching practices. The findings demonstrate high levels of interest and engagement: 96% of participants expressed readiness for further learning, 86% reported satisfaction with the course content, and 84% showed contextual maturity in applying newly acquired technologies in their instructional processes. These results highlight the potential of AI-supported professional development to strengthen teachers’ capacity to design interactive learning environments, promote equity and quality in digital education, and enhance student engagement. Full article

Despite much interest in the flow experienced by English as a Foreign Language (EFL) teachers, there is less research on flow re-engagement and pre-service teachers at the crucial phase of career development. This study aims to examine flow dynamics among pre-service and in-service EFL teachers in China during teaching. Six Chinese EFL teachers (three pre-service and three in-service) engaged in two rounds of interviews over the course of one year, which were analyzed using a thematic narrative approach. The findings indicate that immediate feedback, clear goals, and a challenge-skill balance were key antecedents of flow. In-service teachers highlighted principal’s teaching-focused philosophy, technology support, teaching experience and curiosity. All participants reported a sense of control, deep absorption, and time distortion. Two experienced teachers further claimed a loss of self-consciousness. The flow of participants was impeded by student-related factors, strong self-consciousness, and technological breakdowns. In-service teachers noted more complicated causes. To re-enter a state of flow, pre-service teachers favored avoidance strategies, whereas in-service teachers employed more flexible approaches. Flow enhanced instructors’ teaching confidence, shifted pre-service teachers’ career motivation and fostered in-service educators’ professional well-being, post-class reflection, and self-improvement. Administrators and teacher educators should provide a teaching-oriented working environment for in-service teachers and offer flow-focused training to pre-service teachers, thus promoting their flow experiences and fostering sustainable professional development. Full article

Giftedness remains a largely unrecognised phenomenon within the Italian school system, where teacher training and educational strategies are still predominantly focused on the needs of students with learning difficulties where special education is concerned. Through a qualitative analysis of three focus groups conducted with 15 teachers from various Italian regions, this study explores the perceptions, challenges, and training needs of primary school teachers in relation to gifted education. Participants, selected from a previous nationwide survey on teachers’ perceptions of giftedness, represented diverse geographical and professional contexts and discussed their experiences in moderated sessions of about 90 min each. Data were transcribed and examined through thematic analysis, following an inductive coding process conducted collaboratively by the research team to ensure reliability and depth of interpretation. The analysis revealed five main themes: an uncertain and fragmented definition of giftedness, often confused with high academic achievement or learning disorders; difficulties in early identification due to a lack of training and suitable diagnostic tools; challenges in classroom management; inadequate teaching strategies, often ineffective in addressing the needs of gifted students; and the need for specific training and practical support tools. Teachers also emphasised relational difficulties, issues in collaborating with families, and the frequent marginalisation of giftedness in school discourse. The focus groups, beyond being research instruments, proved to be meaningful formative experiences, allowing teachers to reflect on practice and co-construct possible solutions. Among the most shared proposals were the introduction of mandatory training, both at the university and in-service level, and the creation of a teacher-friendly vademecum to support early identification and suggest practical classroom strategies. The findings suggest that the absence of an institutional culture around giftedness significantly limits the recognition and development of these students within the Italian educational system, highlighting the urgent need to integrate this topic into teacher training programmes and to provide operational tools to support teachers in their practice. Full article

The development and use of teachers’ pedagogical content knowledge (PCK) can enhance students’ understanding of specific content. PCK occurs at three grain sizes: discipline-, topic-, and concept-specific levels. In 2013, Mavhunga and Rollnick proposed the topic-specific PCK (TSPCK) framework to describe how teachers transform topic-specific content in chemistry lessons. This systematic review brings together worldwide research on TSPCK, offering a thorough summary of the use of topic-specific knowledge in science instruction and identifying areas that most require teacher development. This review, conducted on 29 June 2025 in the Scopus database, identified 34 studies that used the TSPCK framework to investigate teachers’ TSPCK in science in the period from 2013 to 2025. An in-depth analysis of each study’s context, methodological approach, and focus was conducted. Findings revealed that studies mostly measure or improve secondary pre-service and in-service teachers’ PCK, use qualitative or mixed-methods approaches, utilise chemistry and biology topics, and are conducted in the (South) African context. Furthermore, the findings suggest that the use of the TSPCK is highly contextualised. The results also indicate a tendency for research to integrate the TSPCK framework into the Consensus Models of PCK. The review has also highlighted several gaps in PCK research, such as the limited research on pre-school, primary school, and university levels. Furthermore, there is limited research on interventions to improve in-service teachers’ PCK. Implications and opportunities of these findings for research on science teachers’ knowledge (TSPCK) are discussed. We recommend the application of the TSPCK framework to develop and evaluate teachers’ TSPCK through interventions such as workshops, lesson studies, micro-teaching and training modules. Furthermore, research may involve comparative studies with teachers having different degrees of teaching experience, including pre-service teachers, in-service teachers, and teacher educators. Full article

We aimed to explore the effects of hands-on STEM training on teachers’ attitudes toward STEM, their self-efficacy in implementing STEM methodologies, and their problem-solving skills. Additionally, we explored teachers’ professional competence in integrating STEM applications into their instructional practices and the impact of these applications on students’ 21st-century skills. The study involved 30 in-service teachers participating in a STEM training program. A nested-methods approach was adopted, combining quantitative and qualitative analyses. Pre- and post-training data were collected using Likert-type scales measuring teachers’ self-efficacy, problem-solving skills, and attitudes toward STEM. Additionally, semi-structured interviews were conducted after the training to capture teachers’ perceptions and experiences. The findings indicated significant improvements in teachers’ self-efficacy and problem-solving skills. Thematic analysis of interview data identified key factors influencing successful STEM implementation, including collaboration, technology integration, and social-emotional learning. Teachers also reported that the training positively influenced their students’ problem-solving and critical thinking skills. This study highlights the importance of professional development in enhancing teachers’ competencies for effective STEM education. The findings contribute to the literature by providing insights into teachers’ first-hand experiences and perceptions regarding the impact of STEM training on their instructional practices and student learning outcomes. Full article

To foster engaged, resilient, healthy, and active citizens, there is a critical need to elevate the status of quality physical education (QPE) in Canadian schools. Within the K–12 educational context, systemic changes for physical education (PE) daily instructional time, curriculum development, and teacher education are necessary to prepare educators for implementing comprehensive QPE programs that prioritize students’ holistic development and foundational movement competence. This manuscript examines the intricate role of the “Canadian Physical and Health Education Competencies” and its Essential and Foundational Elements, PE Competencies Wheel, and Wholistic Verb Wheel serve as a competency-informed approach for supporting PE curriculum updates and policy reform nationwide. Furthermore, the results section explores how the Canadian PHE Competencies serves as a foundation for advancing QPE and introduces two interconnected frameworks: the QPE Foundations Framework and the QPE Outcomes Framework—Skills for Life. Building on the overarching goals of the Canadian Physical and Health Education Competencies, the QPE Foundations Framework outlines essential components for program implementation, while the QPE Outcomes Framework—Skills for Life identifies eight core skills students develop through quality movement experiences. Together, these frameworks offer a transformative and progressive approach for understanding and assessing QPE, with the intention to serve as practical tools for pre-service and in-service educators, Physical Education Teacher Education (PETE) teacher educators, administrators, and policymakers. This manuscript concludes by advocating for enhanced pre-service educator training and ongoing professional development for in-service educators, ensuring all students have access to QPE experiences and equitable opportunities for developing the knowledge, skills, and attitudes to live active and well—for life. Full article

This meta-analysis reports on the effect of professional development (PD) on K-12 in-service STEM teachers’ self-efficacy. There were 18 selected empirical studies in this study. Overall, PD had a modest positive effect on self-efficacy (Hedges’g = 0.551, 95% CI [0.285, 0.704], SE = 0.107) under the random-effects model. Furthermore, the findings show that (1) participant size of PD significantly contributed to the effect size of PD; (2) training hours of PD significantly contributed to the effect size of PD; (3) PD using the Teaching Efficacy Belief Instrument or other scales of self-efficacy showed larger significant effect sizes than PD using the Teachers’ Sense of Efficacy Scale. This study offers insights into the design of effective PD to improve STEM teachers’ self-efficacy. Full article

This paper offers content priorities, justifications, and pedagogical approaches for the integration of climate change education into the training of teachers, and thus into public schooling. To meet urgent imperatives presented by the polycrisis of the Anthropocene, climate change education must be inclusive, comprehensive, flexible, and regionally responsive. Climate change education can be achieved by adapting regional programs for teacher education to meet those requirements. An example is the Climate Education in Teacher Education (CETE) project in northern British Columbia, Canada. Using the Education Design-Based Research methodology, the project addresses critical questions for curricular and pedagogical development of teachers to address the following three questions: (a) what content and outcomes to prioritize, (b) why these elements matter, and (c) how to implement them effectively. Over two years, CETE engaged pre-service and in-service teachers through workshops, reflective practices, and consultations with Indigenous communities. Our tentative answers emphasize the importance of adapting curriculum and pedagogy to foster community resilience, address climate anxiety, and promote an ethical renewal toward sustainability. The iterative development of objectives as “High-Level Conjectures” provides flexibility and reflexivity in the design process in the face of rapid contextual change. CETE developed practical pedagogical tools and workshop strategies that align educational priorities with local and global needs. This study offers a replicable framework to empower educators and communities in diverse locations to navigate the complexities of the climate crisis in their quest for a more secure and sustainable future. Full article

In the digital era, integrating technology into education is essential to meet contemporary educational demands. This systematic review examines the competencies and skills in educational technology required from in-service teachers serving in elementary, middle, and high schools, alongside the training models and methods implemented over the past decade. Following PRISMA guidelines, a systematic search was conducted in the Scopus, WOS, and ERIC databases, focusing on studies published between 2014 and 2025. A total of 82 studies were selected based on predefined inclusion criteria. The review analyzed competencies, skills, training models, and methods, identifying prevailing trends in teacher training for educational technology. The review identified seven key competencies, emphasizing skills such as using software, educational applications, and platforms, as well as virtual collaboration. The TPACK model emerged as the predominant framework for teacher training, encompassing various methods, including professional learning communities and Problem-Based Learning. A progressive and structured approach is necessary to develop teachers’ competencies, encompassing both basic technical skills and the adoption of emerging technologies. Continuous and context-specific teacher training in educational technology is critical for sustainable integration and pedagogical transformation. Barriers such as limited infrastructure and resistance to change highlight the need for strong institutional support and mentorship. Future research should aim to expand to diverse educational settings to validate and extend these findings. Full article