Search Results (2,218)

The sustainable development of teaching expertise in research-intensive universities remains a critical global challenge. This study investigates the distinctive characteristics of expert teachers—exemplary faculty in research universities—addressing their developmental trajectories and motivational mechanisms within prevailing incentive systems that prioritize research productivity over pedagogical excellence. Employing grounded theory methodology, we conducted iterative coding of 20,000-word interview transcripts from 13 teaching-awarded professors at Chinese “Double First-Class” universities. Key findings reveal the following: (1) Compared to the original K-12 expert teacher model, university-level teaching experts exhibit distinctive disciplinary mastery—characterized by systematic knowledge structuring and cross-disciplinary integration capabilities. (2) Their developmental trajectory transcends linear expertise acquisition, instead manifesting as a problem-solving continuum across four nonlinear phases: career initiation, dilemma adaptation, theoretical consciousness, and leadership expansion. (3) Sustainable teaching excellence relies fundamentally on teachers’ professional passion, sustained through a virtuous cycle of high-quality instructional engagement and external validation (including positive student feedback, institutional recognition, and peer collaboration). Universities must establish comprehensive support systems—including (a) fostering a supportive and flexible learning atmosphere, (b) reforming evaluation mechanisms, and (c) facilitating interdisciplinary collaboration through teaching development communities—to institutionalize this developmental ecosystem. Full article

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

The purpose of this study was to examine vegetable consumption and its relationship with lifestyle characteristics among children and adolescents. Data from a health survey administered to a representative sample of 177,091 schoolchildren between the ages of 8 and 17 were employed in this observational, cross-sectional investigation. Physical activity level, screen time, and sleeping patterns were assessed using self-completed questionnaires. Vegetable consumption and dietary habits were analyzed using the Mediterranean Diet Quality Index for Children and Adolescents. Participants consuming vegetables more than once daily were categorized as consumers vs. non-consumers. Physical education teachers measured anthropometric and physical fitness factors. Descriptive statistics and binary logistic regression analysis were conducted, and the odds ratio with the corresponding 95% confidence interval was calculated and adjusted for confounders. Vegetables were consumed once or more times a day by more females than males (25.5% vs. 24.0%, p < 0.001). In both sexes, vegetable consumers slept more, ate healthier, spent less time on screens, and had better anthropometric and aerobic fitness measurements than non-consumers. Healthy eating practices, such as regularly consuming fruits, legumes, nuts, and dairy products, were strongly correlated with vegetable intake. For every one-year increase in age, the odds of being a vegetable consumer decreased by 8% and 10% in boys and girls, respectively. Overweight/obese participants had lower odds of being a vegetable consumer by 20%. Increased screen time, inadequate physical activity, and insufficient sleeping hours decreased the odds of being a vegetable consumer by 22%, 30%, and 25%, respectively (all p-values < 0.001). Overall, a healthier lifestyle profile was associated with higher vegetable intake for both sexes among children and adolescents. Full article

The problem associated with the manifestation of burnout syndrome is the subject of ongoing interest. In recent years, occupational burnout has been actively studied among professionals in the helping professions (teachers, physicians, social workers, psychologists, prison officers, etc.). However, the phenomenon has been poorly studied among freelancers. Therefore, the aim of this study is to fill this gap by determining the level of burnout syndrome among Bulgarian freelancers and investigate the influence of some work environment factors on professional burnout in the sample. A survey of 1138 freelancers was carried out using the Burnout Self-Assessment Questionnaire developed by Maslach and a questionnaire developed in-house to explore the factors of the occupational environment and ask questions related to socio-demographic factors. Hypotheses are tested using correlation analysis and structural equation modelling. The study reveals high levels of emotional exhaustion (40.91%, n = 484). High values on the scale of depersonalization were reported for 26,3% of the respondents (n = 311). Only 3.1% of the respondents (n = 37) had high values on the reduced personal accomplishment scale. The high levels of burnout among freelancers could be influenced by the specific characteristics of their work environment and the nature of their tasks. Full article

Racket sports are very popular not only in professional sports but also among recreational players. As a result, their impact on the field of education has grown significantly in recent years. Table tennis (TT) offers significant advantages in terms of skill acquisition and health improvement. Nevertheless, its application within physical education (PE) curricula remains undetermined. The aim of this systematic review was to analyze the use of TT as educational content in the subject of PE in primary school. The PRISMA 2020 methodology was used to conduct the systematic review. Six databases (ERIC, Pubmed, ScienceDirect, Scopus, Sport Discus, and Web of Science) were used during the search process. The search cutoff date was December 31, 2024. After applying the eligibility criteria, 3595 articles were found. Only seven studies were selected for the final analysis and the data included 1526 students from primary school. The results indicate that TT is rarely used in primary education during PE classes. Research indicates interest among teachers and students in playing it during PE. Furthermore, due to the benefits, motivation, and interest this sport generates, educational experiences have been developed, such as roundtable discussions, table top tennis, balloon TT, and TT triathlon. A lack of materials, facilities, and teacher training for teaching this sport is notable. The teaching experiences analyzed in this review confirm that TT is a highly versatile and interesting sport as a subject matter in school PE. The use of TT allows for innovative, comprehensive, and inclusive PE, thanks to the sport’s multiple possibilities. Given its adaptability and low entry barrier, TT could serve as an effective tool for increasing children’s physical activity levels, improving motor skills, and fostering social–emotional development. However further research is needed to quantify its impact on health outcomes such as cardiovascular fitness or obesity prevention. Full article

Background/Objectives: Legislative changes in educational systems have influenced how student learning is understood and promoted. In physical education (PE), there has been a shift from behaviorist models to more holistic approaches. In this context, physical literacy (PL) is presented as an emerging pedagogical model in school PE, aimed at fostering students’ motor competence in a safe, efficient, and meaningful way. The aim of this study is to analyze the origins, foundations, methodological elements, and educational value of PL, highlighting its potential to promote holistic and inclusive learning as the basis for an emerging PL model. Methods: A narrative review was conducted through a literature search in the Web of Science, PubMed, Scopus, and SportDiscus databases up to June 2025, focusing on scientific literature related to PL and PE. The analysis included its historical background, philosophical and theoretical foundations, and the key methodological elements and interventions that support its use as a pedagogical model. Results/Discussion: The findings indicate that the PL model can be grounded in key principles, such as student autonomy, teacher training, connection with the environment, inclusion, and collaboration. Additionally, motivation, enjoyment, creativity, and continuous assessment are identified as essential components for effective implementation. Moreover, this model not only guides and supports teachers in the field of PL but also promotes comprehensive benefits for students at the physical, cognitive, affective, and social levels, while encouraging increased levels of physical activity (PA). Conclusions: PL is understood as a dynamic and lifelong process that should be cultivated from early childhood to encourage sustained and active participation in PA. As a pedagogical model, PL represents an effective tool to enhance student learning and well-being in PE classes. Full article

The growing integration of technology in education has heightened awareness of global risks, such as the spread of disinformation. This awareness is vital for fostering the well-being of individuals, especially teenagers, by promoting critical thinking and responsible digital practices. By cultivating these skills, sustainable education empowers individuals to identify potential threats, protect themselves, and advocate for informed, positive change. As part of a European project, this study aims to analyze the current level of awareness among secondary school students (12 to 17) and their teachers. Differences between both are analyzed in how they deal with disinformation in terms of (1) perceptions, (2) feelings and practices, and (3) knowledge and management. A quantitative approach was adopted for this study, which surveyed 1186 minors and 166 teachers. The analysis was based on non-parametric statistics; the Mann–Whitney U statistic was applied as the appropriate measure for comparing independent samples (teachers and students) with a non-normal distribution (p < 0.05). The results were surprising in that they highlighted that minors were more expert than expected in their use of technology and their awareness of the risks of disinformation. These conclusions make it clear that technological tools have the potential to raise awareness of the dangers of disinformation and improve the sustainability of education. Full article

There has been a widely held view for some time that school teachers and principals need to possess a level of knowledge and understanding of the legal regulation of schools and that of their workers. This study explores the level of understanding of legal matters pertaining to the school environment that independent school teachers hold in Queensland. This level of ‘legal literacy’ is investigated in a qualitative research study that explains the various areas of education law that are known and those that are less understood by such educators. Data was analysed using content analysis methodology, using a coding scale that was created specifically for the purposes of coding the participants’ scenario responses. Overall, it was discovered that the level of legal literacy held by Queensland independent school teachers was alarmingly low. This varied across the myriad topics, but essentially, the educators surveyed did not demonstrate an adequate legal understanding to successfully complete their roles. More education in this area should be made available for educators to better equip them with such an understanding to ensure they know when and how to more capably protect themselves and the children entrusted to their care. Full article

Introduction: Burnout syndrome, long described as an “occupational phenomenon”, now affects 15–20% of the general workforce and more than 50% of clinicians, teachers, social-care staff and first responders. Its precise nosological standing remains disputed. We conducted a mechanistic review of electroencephalography (EEG) studies to determine whether burnout is accompanied by reproducible brain-function alterations that justify disease-level classification. Methods: Following PRISMA-adapted guidelines, two independent reviewers searched PubMed/MEDLINE, Scopus, Google Scholar, Cochrane Library and reference lists (January 1980–May 2025) using combinations of “burnout,” “EEG”, “electroencephalography” and “event-related potential.” Only English-language clinical investigations were eligible. Eighteen studies (n = 2194 participants) met the inclusion criteria. Data were synthesised across three domains: resting-state spectra/connectivity, event-related potentials (ERPs) and longitudinal change. Results: Resting EEG consistently showed (i) a 0.4–0.6 Hz slowing of individual-alpha frequency, (ii) 20–35% global alpha-power reduction and (iii) fragmentation of high-alpha (11–13 Hz) fronto-parietal coherence, with stage- and sex-dependent modulation. ERP paradigms revealed a distinctive “alarm-heavy/evaluation-poor” profile; enlarged N2 and ERN components signalled hyper-reactive conflict and error detection, whereas P3b, Pe, reward-P3 and late CNV amplitudes were attenuated by 25–50%, indicating depleted evaluative and preparatory resources. Feedback processing showed intact or heightened FRN but blunted FRP, and affective tasks demonstrated threat-biassed P3a latency shifts alongside dampened VPP/EPN to positive cues. These alterations persisted in longitudinal cohorts yet normalised after recovery, supporting trait-plus-state dynamics. The electrophysiological fingerprint differed from major depression (no frontal-alpha asymmetry, opposite connectivity pattern). Conclusions: Across paradigms, burnout exhibits a coherent neurophysiological signature comparable in magnitude to established psychiatric disorders, refuting its current classification as a non-disease. Objective EEG markers can complement symptom scales for earlier diagnosis, treatment monitoring and public-health surveillance. Recognising burnout as a clinical disorder—and funding prevention and care accordingly—is medically justified and economically imperative. Full article

Anxiety is a significant mental health concern in universities worldwide. This study examines the structure of anxiety symptoms and their relationship with contextual stressors among pre-service English teachers. The sample included 269 students enrolled in a Teaching English as a Foreign Language program at a public university in Manabí, Ecuador. Data were collected using the Zung Self-Rating Anxiety Scale and a custom-designed questionnaire identifying anxiety triggers. Results showed that while most students reported normal or mild anxiety levels, a considerable portion exhibited moderate to severe symptoms. Cluster analysis revealed three emotional profiles, with the high-anxiety group strongly associated with stressors such as economic hardship and job insecurity. Academic pressure and financial instability emerged as the strongest predictors of anxiety. These findings highlight the urgent need to develop and evaluate targeted psycho-educational strategies to prevent and reduce anxiety within teacher training programs in higher education. Full article

Students with special needs often require more assistance and attention to meet their educational needs. However, schools frequently grapple with a critical shortage of special education teachers and support staff. This shortage of special education teachers can result in limited resources for general and subject teachers (e.g., math, science), making it challenging to provide individualized support to students with special needs. Specifically, subject teachers may struggle to design effective curricular content modifications and accommodations for such students without the guidance and suggestions of special education teachers. Artificial Intelligence (AI) technologies can provide some support for teachers and schools in meeting the needs of students with special needs. Also, AI may help reduce teachers’ workload. In this technology review, we assess the capabilities of Magic School AI (MSAI) in providing accommodations and modifications to assist teachers in streamlining their workload and fostering inclusivity in their classrooms. We examined five functions: text leveler, text scaffolders, assignment scaffolder, exemplar and non-examples, and sentence starters. Additionally, we discuss the limitations of MSAI and conclude by suggesting potential improvements for the system. Full article

Interdisciplinary teaching plays an important role in modern physics education by improving students’ understanding, problem-solving skills, and engagement through the integration of multiple disciplines. This study examines pre-service physics teachers’ perceptions of interdisciplinary teaching, focusing on their confidence in implementing interdisciplinary approaches, perceived benefits, and the challenges they expect. A Likert-scale survey was administered to 292 pre-service teachers from two universities in Kazakhstan. Findings indicate that students’ confidence in interdisciplinary teaching increases over time, while their recognition of its benefits remains consistently high across all academic years. However, barriers such as lack of training and feeling unprepared persist, even at the master’s level, indicating the need for structured interdisciplinary training. Institutional differences significantly impact students’ perceptions, with students from one university showing higher confidence levels than those from another, showing variations in curriculum and support systems. Gender differences in confidence were minimal. Additionally, perceptions of interdisciplinary teaching do not follow a linear trajectory, as students in their second and third years experienced a temporary decline in confidence before recovering in later years. Our findings indicate the need for structured interdisciplinary training in teacher education programs, institutional support to reduce disparities in confidence levels, targeted interventions during academic transitions, and ongoing professional development to address persistent barriers. Full article

Semi-supervised object detection (SSOD) in remote sensing is challenged by the accumulation of pseudo-label errors in complex scenes with dense objects and high intra-class variability. While teacher–student frameworks enable learning from unlabeled data, erroneous pseudo-labels such as false positives and missed detections can be reinforced over time, which degrades model performance. To address this issue, we propose the Error-Mitigation Teacher (EMT), a unified framework designed to suppress error propagation during SSOD training. EMT consists of three lightweight modules. First, the Adaptive Pseudo-Label Filtering (APLF) module removes noisy pseudo boxes via a second-stage RCNN and adjusts class-specific thresholds through dynamic confidence filtering. Second, the Confidence-Based Loss Reweighting (CBLR) module reweights training loss by evaluating the teacher model’s ability to reconstruct its own pseudo-labels, using the resulting loss as an indicator of label reliability. Third, the Enhanced Supervised Learning (ESL) module improves class-level balance by adjusting supervised loss weights according to pseudo-label statistics. EMT demonstrates consistent performance gains over representative state-of-the-art SSOD methods on DOTA, DIOR, and SSDD datasets. Notably, EMT achieves a 2.9% absolute mAP₅₀ improvement on DIOR using only 10% of labeled data, without incurring additional inference cost. These results highlight EMT’s effectiveness in improving SSOD for remote sensing. Full article

This study investigates the impact of teacher decisions and other contextual factors on indoor air quality (IAQ) in mechanically ventilated elementary school classrooms using low-cost air quality sensors. Four classrooms at a K–8 school in San Jose, California, were monitored for airborne particulate matter (PM), carbon dioxide (CO₂), temperature, and humidity over seven weeks. Each classroom was equipped with an HVAC system and a portable air cleaner (PAC), with teachers having full autonomy over PAC usage and ventilation practices. Results revealed that teacher behaviors, such as the frequency of door/window opening and PAC operation, significantly influenced both PM and CO₂ levels. Classrooms with more active ventilation had lower CO₂ but occasionally higher PM_2.5 due to outdoor air exchange, while classrooms with minimal ventilation showed the opposite pattern. An analysis of PAC filter material and PM morphology indicated distinct differences between indoor and outdoor particle sources, with indoor air showing higher fiber content from clothing and carpets. This study highlights the critical role of teacher behavior in shaping IAQ, even in mechanically ventilated environments, and underscores the potential of low-cost sensors to support informed decision-making for healthier classroom environments. Full article

The United Nations’ 2030 Agenda for Sustainable Development centers on the 17 Sustainable Development Goals (SDGs). Among these goals, two address climate change education: Goal 13, Climate Action, and Goal 4, Quality Education. In order to build a more sustainable future, climate change education is critical. In 2022, New Jersey became the first state in the US to integrate climate change into learning standards across subjects and grade levels K-12. In an effort to better understand the way in which teachers began to include climate change in their instruction, 50 teachers were observed implementing a lesson of their choosing that included climate change throughout the 2023–2024 academic year. Though most of the observed lessons featured science, many subject areas were included in the dataset, such as art, technology, history, and physical education. Teachers engaging in climate change instruction tended to use a variety of instructional practices. In nearly all cases, a multitude of methodologies were used in each lesson. However, small group instruction was featured in nearly all observed lessons. Quantitative descriptions of the findings are followed by three vignettes of exemplar instruction to provide a clearer understanding of the context of this work. These findings provide a scope for how climate change can be integrated in instructional settings at scale and suggestions for leveraging the experiences of early adopters of this innovation to support widespread implementation. Full article