Search Results (649)

In the context of increasing Artificial Intelligence integration in higher education, understanding the factors influencing university teachers’ adoption of AI tools is critical for effective implementation. This study adopts a perception–intention–behavior framework to explores the roles of perceived usefulness, perceived ease of use, perceived trust, perceived substitution crisis, and perceived risk in shaping teachers’ behavioral intention and actual usage of AI tools. It also investigates the moderating effects of peer influence and organizational support on these relationships. Using a comprehensive survey instrument, data was collected from 487 university teachers across four major regions in China. The results reveal that perceived usefulness and perceived ease of use are strong predictors of behavioral intention, with perceived ease of use also significantly influencing perceived usefulness. Perceived trust serves as a key mediator, enhancing the relationship between perceived usefulness, perceived ease of use, and behavioral intention. While perceived substitution crisis negatively influenced perceived trust, it showed no significant direct effect on behavioral intention, suggesting a complex relationship between job displacement concerns and AI adoption. In contrast, perceived risk was found to negatively impact behavioral intention, though it was mitigated by perceived ease of use. Peer influence significantly moderated the relationship between perceived trust and behavioral intention, highlighting the importance of peer influence in AI adoption, while organizational support amplified the effect of perceived ease of use on behavioral intention. These findings inform practical strategies such as co-developing user-centered AI tools, enhancing institutional trust through transparent governance, leveraging peer support, providing structured training and technical assistance, and advancing policy-level initiatives to guide digital transformation in universities. Full article

Early-career teachers (ECTs) entered the profession during the COVID-19 pandemic, a period that introduced unique stressors to an already-demanding career phase. This systematic review examines empirical studies published between 2020 and February 2025 to explore how the pandemic influenced ECT wellbeing, with particular attention to stressors and protective factors impacting long-term retention and professional sustainability. Guided by PRISMA protocols, databases including Web of Science, ERIC, Google Scholar, and Scopus were searched, screening 470 records and identifying 30 studies that met inclusion criteria: peer-reviewed, empirical, focused on early-career teachers (within the first five years), and situated in or explicitly addressing the pandemic and its ongoing impacts. The results of Braun and Clarke’s thematic analysis (2006) revealed that pandemic-related challenges such as increased workload, professional isolation, disrupted induction processes, and emotional strain have persisted into the post-pandemic era, contributing to sustained risks of burnout and attrition. Regardless, protective factors identified during the pandemic—including high-quality mentoring, structured induction programmes, collegial support, professional autonomy, and effective individual coping strategies—continue to offer essential support, enhancing resilience and professional wellbeing. These findings underscore the necessity of institutionalising targeted supports to address the enduring effects of pandemic-related stressors on ECT wellbeing. By prioritising sustained mental health initiatives and structural supports, education systems can effectively mitigate long-term impacts and improve retention outcomes for early-career teachers in a post-pandemic educational landscape. Full article

In this research report, we consider how to empower K-8 teachers as mathematics instructional leaders to initiate and sustain improvements within their schools, as a practical and sustainable model of enacting change in mathematics education more broadly by developing leadership from within. We share the theoretical framework and findings from a 5-year National Science Foundation project. We utilized a longitudinal mixed methods approach, collecting data on teachers’ knowledge, instructional practices, leadership practices, and self-perception of growth throughout the project, triangulated with focus group data from teachers’ school administrators and project leaders and logs of leadership activities. Findings indicate positive changes in teachers’ knowledge and practices and in their role as instructional leaders in their schools, districts, and the mathematics education community. We conclude by sharing factors that appeared to support teachers’ growth as instructional leaders and implications for practice and research. Full article

In a society that advocates for human rights, a moralistic, needs-based approach is incompatible with policies and practices that ensure educational inclusion for all individuals regardless of gender identity or sexual orientation. This study analyses the perspectives of members of the educational community on sex–gender diversity. Specifically, it presents the views of 32 individuals from four primary schools located in southern Andalusia. A qualitative methodology based on interviews and content analysis was employed, supported by NVIVO12 software. The findings reveal differing understandings of sex–gender diversity; the school’s stance on such diversity and, particularly, on LGBTIQ+phobia; as well as the role of initial teacher training in this area. Full article

This article investigates the revolutionary potential of AI-powered virtual assistants in augmented reality (AR) and virtual reality (VR) environments, concentrating primarily on their impact on special needs schooling. We investigate the complex characteristics of these virtual assistants, the influential elements affecting their development and implementation, and the joint efforts of educational institutions and technology developers, using a rigorous quantitative approach. Our research also looks at strategic initiatives aimed at effectively integrating AI into educational practices, addressing critical issues including infrastructure, teacher preparedness, equitable access, and ethical considerations. Our findings highlight the promise of AI technology, emphasizing the ability of AI-powered virtual assistants to provide individualized, immersive learning experiences adapted to the different needs of students with special needs. Furthermore, we find strong relationships between these virtual assistants’ features and deployment tactics and their subsequent impact on educational achievements. This study contributes to the increasing conversation on harnessing cutting-edge technology to improve educational results for all learners by synthesizing current research and employing a strong methodological framework. Our analysis not only highlights the promise of AI in increasing student engagement and comprehension but also emphasizes the importance of tackling ethical and infrastructure concerns to enable responsible and fair adoption. Full article

The present study explores the use of Instagram as an innovative strategy in the teaching–learning process in the context of animal reproduction topics. In the current era, with digital technology and social media transforming how information is accessed and consumed, it is essential for teachers to adapt and harness the potential of these tools for educational purposes. This article delves into the need for teachers to stay updated with current trends and the importance of promoting digital competences among teachers. This research aims to provide insights into the benefits of integrating social media into the educational landscape. Students of Veterinary Science degrees, Master’s degrees in Equine Sport Medicine as well as vocational education and training (VET) were involved in this study. An Instagram account named “UCOREPRO” was created for educational use, and it was openly available to all users. Instagram usage metrics were consistently tracked. A voluntary survey comprising 35 questions was conducted to collect feedback regarding the educational use of smartphone technology, social media habits and the UCOREPRO Instagram account. The integration of Instagram as an educational tool was positively received by veterinary students. Survey data revealed that 92.3% of respondents found the content engaging, with 79.5% reporting improved understanding of the subject and 71.8% acquiring new knowledge. Students suggested improvements such as more frequent posting and inclusion of academic incentives. Concerns about privacy and digital distraction were present but did not outweigh the perceived benefits. The use of short videos and microlearning strategies proved particularly effective in capturing students’ attention. Overall, Instagram was found to be a promising platform to enhance motivation, engagement, and informal learning in veterinary education, provided that thoughtful integration and clear educational objectives are maintained. In general, students expressed positive opinions about the initiative, and suggested some ways in which it could be improved as an educational tool. Full article

In alignment with global educational trends, Australia has adopted a pluralistic approach to initial teacher education (ITE), encompassing traditional university-based programs, employment-integrated models and vocational training routes. This diversification of pathways has emerged as a strategic response to persistent workforce challenges, including chronic shortages, uneven distribution of qualified educators, and limited demographic diversity within the profession. Rather than supplanting conventional ITE models, these alternative pathways serve as complementary options, broadening access and enhancing system responsiveness to evolving societal and educational needs. The rise in non-traditional routes represents a deliberate response to the well-documented global teacher shortage, frequently examined in comparative educational research. Central to their design is a restructuring of traditional program elements, particularly duration and delivery methods, to facilitate more flexible and context-sensitive forms of teacher preparation. Such approaches often create opportunities for individuals who may be excluded from conventional pathways due to socioeconomic constraints, geographic isolation, or non-linear career trajectories. Significantly, the diversity introduced by alternative entry candidates has the potential to enrich school learning environments. These educators often bring a wide range of prior experiences, disciplinary knowledge, and cultural perspectives, contributing to more inclusive and representative teaching practices. The implications for student learning are substantial, particularly in disadvantaged communities where culturally and professionally diverse teachers may enhance engagement and academic outcomes. From a policy perspective, the development of flexible, multifaceted teacher education pathways constitutes a critical component of a sustainable workforce strategy. As demand for qualified teachers intensifies, especially in STEM disciplines and in rural, regional and remote areas, the role of alternative pathways is likely to become increasingly pivotal in achieving broader goals of equity, quality and innovation in teacher preparation. Full article

Assessing teacher candidates’ self-efficacy in using reading strategies is essential for understanding their academic development. This study developed and validated the Teacher Candidates’ Self-Efficacy Scale for Informational Reading Strategies (TCSES-IRS) using a mixed-methods sequential exploratory design. Initial qualitative data from interviews with 33 candidates and a literature review guided item generation. Lawshe’s method confirmed content validity. The scale was administered to 1176 teacher candidates. Exploratory (n = 496) and confirmatory factor analyses (n = 388) supported a five-factor structure—cognitive, note-taking, exploration and preparation, physical and process-based, and reflective and analytical strategies—explaining 63.71% of total variance, with acceptable fit indices (χ²/df = 2.64, CFI = 0.912, TLI = 0.900, RMSEA = 0.069). Internal consistency was high (α = 0.899 total; subscales α = 0.708–0.906). An additional sample of 294 participants was used for nomological network validation. Convergent validity was demonstrated by significant item-total correlations and strong factor loadings. Discriminant validity was evidenced by moderate inter-factor correlations. Criterion-related validity was confirmed via significant group differences and meaningful correlations with an external self-efficacy measure. The TCSES-IRS emerges as a psychometrically sound tool for assessing informational reading self-efficacy, supporting research and practice in educational psychology. Full article

The integration of Lesson Study (LS) and Didactic Suitability Criteria (DSC) presents an innovative framework for enhancing mathematics teacher training in higher education. This study examines how LS-DSC fosters instructional refinement, professional growth, and pedagogical transformation among in-service teachers. Using a quasi-experimental mixed-methods approach, the study analyzed data from 520 mathematics educators participating in a six-month training program incorporating collaborative lesson planning, structured pedagogical assessment, and reflective teaching practices. Findings indicate significant improvements in instructional design, mathematical discourse facilitation, and adaptive teaching strategies, with post-training evaluations demonstrating a strong positive correlation (r = 0.78) between initial competency levels and learning gains. Participants reported increased confidence in implementing student-centered methodologies and sustained engagement in peer collaboration beyond the training period. The results align with prior research emphasizing the effectiveness of lesson study models and structured evaluation frameworks in teacher professionalization. This study contributes to higher education policy and practice by advocating for the institutional adoption of LS-DSC methodologies to promote evidence-based professional development. Future research should explore the long-term scalability of LS-DSC in diverse educational contexts and its impact on student learning outcomes. Full article

This study explores English language teachers’ beliefs and practices regarding assessment and associated training needs in two diverse European educational contexts: Norway and Cyprus. Using a quantitative approach, the research employed survey questionnaires completed by 134 Norwegian and 396 Cypriot teachers. Analysis, including chi-square and Mann–Whitney tests, revealed important foundational beliefs and practices of language assessment literacy (LAL), alongside distinct practices influenced by contrasting educational systems and socio-cultural landscapes. Context emerged as a critical factor shaping teachers’ confidence, knowledge, and professional development needs in assessment. Findings highlight the importance of integrating culturally responsive frameworks into LAL development programs to better address diverse educator needs. Recommendations are also provided for designing localized, context-sensitive teacher training initiatives and fostering collaborative practices to bridge gaps in LAL. The study concludes by highlighting future research directions to expand understanding of LAL in multicultural settings. Full article

Inclusive Education aims to ensure equitable learning opportunities for all students, including those with special educational needs (SEN) and disabilities, by promoting accessible teaching practices and supportive learning environments. Although its importance for fostering the academic and social development of diverse learners has been widely recognized in international policy and research, its practical implementation is still under investigation, particularly within the Greek primary education system. This study investigates (a) Greek primary school teachers’ perspectives, focusing on their attitudes, knowledge, challenges, and perceived needs in Inclusive Education for SEN students and (b) research trends relating to these perspectives, focusing on publication trends and methodological characteristics, through a systematic literature review using the PRISMA methodology. The analysis revealed a shift in Greek primary teachers’ attitudes towards Inclusive Education for SEN students, trending towards neutral or negative responses, alongside limited knowledge, various challenges, and an absence of targeted support mechanisms. The analysis also highlighted chronological gaps between the identified studies in international journals and a variability in methodological approaches and sample characteristics. These insights point to a pressing need for further targeted and ongoing research on Greek primary teachers’ perspectives and professional development initiatives to enable effective and inclusive practices for SEN students in Greek primary education. Full article

Over a three-year R&D project, the perception of mobile phone use in Spanish secondary schools shifted from initial tolerance to increasingly prohibitive policies. Drawing on the Actor–Network Theory, this study examines how mobile phones—alongside institutional discourses and school and family concerns—acted as dynamic actants, shaping public and political responses. The research adopted a qualitative design combining policy and media document analysis, nine semi-structured interviews with key stakeholders, ten regional case studies, and twelve focus groups. The study concluded with a public multiplier event that engaged the broader educational community. The Madrid region, among the first to adopt a restrictive stance, contributed two school-based case studies and three focus groups with teachers, students, and families. Findings suggest that the turn toward prohibition was motivated less by pedagogical evidence than by cultural anxieties, consistent with what it conceptualizes as a techno-pessimistic shock. This shift mirrors the historical patterns of societal reaction to disruption and technological saturation. Rather than reinforcing binary framings of promotion versus prohibition, such moments invite critical reflection. The study argues for nuanced, evidence-based, and multilevel governance strategies to address the complex role of mobile technologies in education. Full article

European Researchers’ Night 2023 was developed at the National Museum of Natural History and Science of Lisbon, Portugal, with the motto “Science for Everyone (SCIEVER)—Inclusion and Sustainability”. The event promotes the relevance of science and research by focusing on the social, economic, and environmental dimensions of sustainability and inclusion and bridging the gap between scientists, students, and civil society. Our study aims to understand the impact of the event on 30 students from a degree in Basic Education, who completed a questionnaire before and after the event. Data collection was focused on the audience’s expectations and engagement with the activities and the perceived value of such events. The students attended the event as a group, and the individual experiences described were similar: the importance of the European Researchers’ Night in raising awareness of science in initial teacher training. The findings may have implications in terms of curricula revision, education research, and education policies. Full article

Teacher mental health is a growing concern in educational and public health systems worldwide. This meta-analysis systematically examines the relationship between teacher self-efficacy—a core construct in social cognitive theory—and job satisfaction, both considered crucial indicators of occupational well-being. A total of 39 studies involving teachers across 18 countries were analyzed, yielding a significant positive correlation between self-efficacy and job satisfaction (r = 0.41, p < 0.001), with notable heterogeneity (I² = 97%). Subgroup analyses revealed that the relationship was significantly stronger among teachers in high school and post-secondary contexts, and in studies conducted in Southern Hemisphere countries, highlighting the role of contextual and systemic moderators such as educational level and geographic inequality. The findings underscore the need for school- and policy-level interventions that bolster teachers’ self-efficacy through professional development, emotional support, and improved working conditions. Such interventions are essential not only for enhancing job satisfaction and reducing attrition but also for promoting the psychological resilience and well-being of the global teaching workforce. The study provides evidence-based insights into education and health policymakers aiming to support teacher retention and mental health through scalable, targeted initiatives. Full article

This study explores how artificial intelligence (AI) technologies can be theoretically integrated into literature curriculum development, using the works of Anton Chekhov and Lu Xun as illustrative case texts. The aim is to reduce barriers to language and cultural understanding in literature education and increase the efficiency and accessibility of cross-cultural teaching. We used natural language processing (NLP) techniques to analyze textual features, such as readability index, lexical density, and syntactic complexity, of AI-generated and human-translated “The Chameleon” and “A Madman’s Diary”. Teaching cases from universities in China, Russia, and Kazakhstan are reviewed to assess the emerging practice of AI-supported literature teaching. The proposed theoretical framework draws on hermeneutics, posthumanism, and cognitive load theories. The results of the data-driven analysis suggest that AI-assisted translation tends to simplify sentence structure and improve surface readability. While anecdotal classroom observations highlight the role of AI in initial comprehension, deeper literary interpretation still relies on teacher guidance and critical human engagement. This study introduces a conceptual “AI Literature Teaching Model” that positions AI as a cognitive and cultural mediator and outlines directions for future empirical validation. Full article