Search Results (185)

Game-based learning (GBL) has gained widespread attention as an innovative pedagogical approach, yet its potential to enhance students’ metacognitive learning remains underexplored. Guided by self-regulated learning (SRL) theory, the review investigates how GBL design features, such as goal-setting, real-time feedback, progress visualization, and reflection tools, scaffold students’ planning, monitoring, and evaluation strategies. A systematic search across Web of Science, Scopus, and ProQuest identified the studies, which included data from physical classrooms, online learning environments, and mixed settings. This scoping review synthesizes evidence from 11 peer-reviewed studies conducted between 2015 and 2025 to evaluate the impact of GBL on metacognitive learning in primary and junior middle school contexts. Findings reveal that GBL effectively supports metacognitive learning through real-time feedback and progress indicators, though planning and evaluation scaffolds are less comprehensively addressed. Furthermore, digital trace data and behavioral logs are emerging as robust tools for assessing metacognitive processes, offering deeper insights than self-reports alone. However, the review identifies critical gaps, including insufficient focus on junior middle school students, limited representation of non-STEM disciplines, and uneven theoretical grounding across studies. The findings underscore the need for theory-driven design and balanced scaffolding to maximize GBL’s potential in fostering metacognitive competence. This study also provides practical insights for educators to foster students’ metacognitive learning by effectively integrating games into educational practices. Full article

Water, sanitation, and hygiene (WASH) services are essential for learner health and equitable education. Persistent gaps in WASH infrastructure and hygiene provision remain a major challenge in low- and middle-income countries. We assessed WASH interventions, learner knowledge and perceptions, and implementation challenges and opportunities in five selected primary schools in eThekwini District, South Africa. We conducted a cross-sectional study among Grade 7 learners using a structured questionnaire adapted from the World Health Organization (WHO) Surveillance of WASH in Schools Tool, complemented by observational checklists. Stratified random sampling yielded 129 participants (76 girls and 53 boys), with a 72% response rate. Quantitative data were analysed using Chi-square, Fisher’s exact, and Kruskal–Wallis tests, as appropriate. Although drinking water access was generally reliable, significant gaps were observed in sanitation privacy, soap and toilet paper availability, cleanliness, and menstrual hygiene facilities. Female learners consistently reported poorer conditions than males (p < 0.05). The Hygiene Access Index differed significantly across gender and age groups (p < 0.05), reflecting inequitable provision of hygiene materials. Despite educational initiatives, substantial shortcomings persist in school WASH systems, particularly regarding sanitation privacy, hygiene supplies, and menstrual hygiene management, with potential implications for learner health, educational participation, gender equity, and school attendance. Sustaining gender-responsive WASH systems is essential for improving learner health and promoting equitable educational environments. Sustainable WASH systems refer to the consistent availability, functionality, maintenance, and equitable use of WASH infrastructure and services over time, supported by institutional capacity and behavioural adherence. These findings highlight the need for implementation-focused and systems-oriented approaches to strengthen sustainable WASH service delivery in resource-constrained school settings. Full article

This study examined a moderated mediation model linking parental rejection and overprotection to smartphone addiction, with sense of security as a mediator and forgiveness as a moderator. A total of 730 students (mean age = 12.15 ± 1.13 years; 50.7% female) were recruited from two primary and two secondary schools in Hunan, China, using cluster sampling by class, and all participants completed a set of self-report questionnaires. Results showed that, after controlling for gender and age, both parental rejection and overprotection were positively associated with smartphone addiction and negatively associated with sense of security and forgiveness. Sense of security partially mediated the links between negative parenting and smartphone addiction. Interpersonal forgiveness moderates the direct associations between parental rejection, overprotection and adolescent smartphone addiction, and self-forgiveness moderates the relationships between sense of security and smartphone addiction. The present study clarifies the associations between negative parenting behaviors (i.e., parental rejection and overprotection) and problematic smartphone use in early and middle adolescence, highlights the vital protective roles of security and forgiveness, and provides empirical evidence to inform the prevention and intervention strategies for adolescent smartphone addiction. Full article

Background/Objectives: Disc herniation, also termed herniated nucleus pulposus (HNP), is a common spinal disorder affecting approximately 10% of the global population, associated with pain, neurological complications, and diminished quality of life. Despite its global burden, regional variations in public awareness and sociodemographic determinants remain inadequately characterized, particularly in Middle Eastern populations. This study aimed to assess the prevalence, public awareness, and sociodemographic determinants of HNP among adults in Saudi Arabia at a nationwide level. Methods: An analytical cross-sectional study was conducted from December 2024 to July 2025. Using a convenience sampling approach via social media platforms, an online questionnaire was distributed nationwide across Saudi Arabia. Data from 1112 participants were analyzed using descriptive statistics and multiple logistic regression. The questionnaire comprised two sections: sociodemographic characteristics and knowledge and awareness of HNP. Results: The prevalence of disc herniation was 8.9%, consistent with global estimates. Overall awareness was relatively high at 67.6%, though knowledge of specific risk factors varied considerably. Most participants recognized obesity (88.0%), poor sitting posture (85.8%), history of lower back trauma (86.2%), and work requiring physical effort (88.8%) as risk factors, while fewer acknowledged smoking (46.4%), diabetes (51.2%), sleeping on a soft bed (36.9%), and increased height (35.9%). Multiple logistic regression, adjusted for all sociodemographic, lifestyle, and health-related covariates, identified significant independent predictors of HNP including marital status (married OR = 2.90), current smoking (OR = 2.91), hyperlipidemia (OR = 1.86), family history (OR = 8.95), and prior knowledge of the condition (OR = 2.28). Knowledge of HNP was significantly associated with university education (OR = 1.70), higher income levels (OR = 2.23 for ≥15,000 SAR; OR = 2.07 for 5000–9999 SAR), and family history (OR = 4.70), while those in low and medium workload jobs demonstrated lower knowledge. Conclusions: Although overall public awareness of HNP is relatively high in Saudi Arabia, substantial gaps persist in knowledge of modifiable risk factors, particularly smoking and diabetes mellitus. Targeted smoking cessation campaigns, diabetes awareness programs, and ergonomic education initiatives delivered through primary healthcare centers, workplaces, and schools are recommended. Full article

Emerging adults who are students (EAS) face challenges balancing academic demands with early career development in a competitive labour market. Career and vocational interventions (CVIs) aim to support this transition by improving employability, academic outcomes, career self-efficacy, and mental health protective factors. This systematic review assesses the effectiveness of CVIs compared with standard approaches in improving employment-related outcomes for EAS, following Cochrane and PRISMA guidelines. Multiple databases were searched for studies published between 2018 and May 2025. Three independent reviewers screened abstracts and full texts in duplicate. Eligible studies were primary research evaluating CVIs for students aged 12–25 yrs and reporting employment-related outcomes. Thirty-one moderate- to low-quality studies examining middle school, high school, and university students were included from an initial 5765 records. CVIs were typically multi-component, combining training, school- or work-based learning, and additional supports. Overall, CVIs were associated with improved career readiness, academic outcomes, employment, resilience, and career adaptability. However, some studies reported lower employment rates and income for women and students with disabilities compared with men and peers without disabilities. These findings suggest that CVIs can support school-to-work transitions but underscore the need for tailored, integrated approaches, and higher-quality longitudinal research to guide policy and practice. Full article

In this study, the role French maintains in education is assessed across Europe, Africa, and the Middle East. Statistics on the numbers of L1 users, those who have French as an additional language, as well as other demographic data, are used to chart trends in acquisition patterns across these three regions. The decline in the learning of traditional additional languages is juxtaposed with Englishization. What languages are utilized in school as the language of instruction, as well as what foreign languages are promoted in educational systems, has a profound impact on patterns of second-language acquisition. Here, in all three regions, English is gaining ground at the expense of other languages in primary and secondary school, as well as in higher education, and one result of this historic shift in the acquisition of additional languages is that English is now significantly reducing the importance of French in Francophone Africa. Full article

This research examined the component structure of two child measures, the Trait Emotional Intelligence Questionnaire–Child Form (TEIQue-CF; 75 items) and its short form (TEIQue-CSF; 36 items), developed specifically for children aged 8 to 12 years. Study 1 analysed TEIQue-CF data using the nine facet scores from 720 UK primary school pupils in Years 3 through 6 using principal component analysis with parallel analysis for factor retention. Results supported a unifactorial solution in the total sample, with a single factor explaining 43.48% of the variance. Exploratory subgroup factor analyses (in boys and older children in Years 5 to 6) in Study 1 suggested a potentially interpretable bifactorial pattern, though parallel analysis did not support retaining the second factor. Study 2 examined the TEIQue-CSF in 1582 Year 6 pupils using parcel-level analysis. A clearer two-factor structure emerged, with Socioemotionality (Adaptability, Peer relations, Self-esteem, Emotion expression, Affective disposition, Emotion perception) and Emotion control (Impulse control, Emotion regulation, Self-motivation) explaining 53.7% of the variance. This structure replicated across gender subgroups. Taken together, the findings suggest a developmental trend in which trait EI shifts from a largely undifferentiated structure in middle childhood to a more differentiated two-factor organisation by the end of primary school. They support the use of global trait EI scores in younger children while indicating that differentiated assessment becomes appropriate as children approach adolescence. Full article

It is widely recognized that outdoor and nature-based educational activities can significantly enhance pupils’ learning, increase environmental awareness and improve pupils’ well-being. At the same time, a growing body of literature supports that the extent to which outdoor learning is implemented depends largely on factors, such as the general institutional context of schools, social and geomorphological aspects and the teacher’s own motivation. The current study employs data collected from 507 primary, middle and high schools in Greece, using a structured questionnaire, and investigates the factors that prevent teachers from engaging in outdoor teaching activities in a green space, as well as those that encourage them to be involved in such educational learning approaches. The results identify institutional barriers, such as the demanding school curriculum, lack of financial resources, limited available time, and insufficient external support, as the main constraints preventing teachers from implementing outdoor activities in nature. On the other hand, it appears that altruistic and intrinsically driven factors, such as personal environmental interest, knowledge of the positive outcomes of environmental education, and a sense of social contribution, are the main factors promoting the adoption of outdoor green education approaches. Availability of green spaces and support by leadership also appear to promote teachers’ engagement in outdoor activities. The findings of the current study highlight the need for educational reforms, to include outdoor, nature-based learning in the school curriculum, provide training and financial support and enhance the confidence of teachers in outdoor, nature-based education. Addressing these barriers could enhance education’s role in fostering sustainable development and reconnecting pupils with nature. Full article

Argumentative reasoning (AR) refers to the kind of reasoning used when individuals engage in argument about a disputed claim or proposed action. In its mature, most proficient form, AR involves several reasoning skills such as providing effective justification for one’s claims, anticipating and defending against challenges to those claims, and critiquing the position and reasoning of one’s opponent in the argument. Mature AR also involves an idealized understanding of argument as a rule-governed, rational process in which arguers seek to persuade one another through reasons, rather than through force or emotion. WE There is compelling evidence that proficiency in AR, resulting from natural development or from targeted educational experiences and training, is associated with better academic outcomes in middle childhood, adolescence, and emerging adulthood. These outcomes include greater depth and breadth of learning in specific content areas (e.g., science), more effective written communication, and higher order critical thinking. This article begins with a discussion of the nature and significance of AR, followed by an account of the link between AR and academic achievement in primary and secondary school. In the principal sections of the article, the development of AR skills is discussed along with the results of explicit efforts to train AR. The section on training effects includes a discussion of how motivation, culture, and gender influence student engagement in argument-based classroom activities. Full article

Digital storytelling has emerged as an innovative approach that integrates technology with education, demonstrating growing research and practical value in cultural heritage preservation. This study focuses on China’s industrial heritage and conducts empirical research with primary school students (Years 1–6) to examine how digital storytelling enhances engagement in industrial heritage education in particular, but also how industrial heritage reflects and links to wider cultural and historical issues. The research analyzes six key educational dimensions: learning interest, functional preferences, content comprehension, supervisory expectations, creative expression, and willingness to participate. Hypothesis testing revealed significant positive correlations among these dimensions (p < 0.05), and the overall regression model explained 51% of the variance in students’ willingness to participate (R² = 0.51). Grade-level analysis further demonstrated distinct developmental patterns: younger students preferred gamified interactions with parental supervision, middle-grade students gradually shifted toward personalized learning approaches, and senior students focused more on value-driven and inquiry-based content. A temporary decline in interest and willingness around Year 5 highlighted a key transitional period requiring targeted scaffolding for abstract and creative learning tasks. Based on these insights, the study innovatively proposes a “Sapling Growth” educational framework that systematically combines digital storytelling technology with children’s cognitive development patterns. This progressive three-stage instructional design achieves dynamic alignment between teaching content and students’ cognitive abilities. The framework integrates cultural depth with interactive features, establishing a theoretical pathway to enhance learning processes, strengthen cultural identity, and promote sustainable industrial heritage preservation, while providing a foundation for interdisciplinary integration across educational technology, cultural heritage conservation, and child development fields. Full article

Background/Objectives: Childhood obesity rates in Jordan have reached alarming levels, with 28% of school-age children classified as overweight or obese. School-based gardening interventions show promise for promoting healthy eating behaviors, yet limited research exists in Middle Eastern contexts. This study evaluated the effectiveness of a five-month school-based vegetable gardening and nutrition education intervention on anthropometric measures, dietary intake, and knowledge, attitudes, and practices (KAP) regarding vegetable consumption among Jordanian primary school children. Methods: A quasi-experimental controlled trial was conducted with 216 students (ages 10–12 years) from two demographically matched schools in Amman, Jordan. The intervention group (n = 121) participated in weekly one-hour gardening sessions combined with nutrition education and vegetable tasting activities over five months, while the control group (n = 95) continued the standard curriculum. Outcomes measured at baseline and post-intervention included anthropometric assessments, dietary intake via 24 h recalls, and vegetable-related KAP using a validated questionnaire. Data were analyzed using paired t-tests and repeated measures ANCOVA. Results: The intervention group demonstrated significant improvements in body composition, including reductions in BMI (−1.57 kg/m²), weight (−1.88 kg), and BMI z-score (−0.37), while controls showed minimal increases. Vegetable intake showed significant time × group interaction (p-value = 0.003), with a non-significant increase in the intervention group (2.7 to 2.9 times/day) and a non-significant decrease in the controls (2.5 to 2.4 times/day). Dietary quality improved, including increased fiber intake (+2.36 g/day) and reduced saturated fat consumption (−9.24 g/day). Nutrition knowledge scores increased substantially in the intervention group (+22.31 points) compared to controls (+1.75 points; p-value ≤ 0.001). However, attitudes and practices toward vegetable consumption showed no significant changes. Conclusions: This intervention effectively improved body composition, dietary quality, and nutrition knowledge among Jordanian primary school children. These findings provide evidence for implementing culturally adapted school gardening programs as childhood obesity prevention interventions in Middle Eastern settings, though future programs should incorporate family engagement strategies to enhance behavioral sustainability. Full article

Initial teacher education programs are the primary means through which student teachers gain teaching apprenticeship, amass core teaching knowledge, and build skills that prepare them to become effective teachers who are ready to combat the realities and challenges of the classroom. The current study examines the level of content knowledge (CK), pedagogical content knowledge (PCK), and the self-efficacy of language and foundational literacy instruction among the language teacher educators at teacher training colleges (TTCs) in Malawi. This research further explored the teacher educators’ perceptions of CK and PCK, and how their understanding of the Initial Primary Teacher Education curriculum shapes their teaching practices in foundational learning and language. Lastly, we explore the associations between CK, PCK, self-efficacy, and teacher educators’ characteristics. Utilizing a mixed-methods approach, we analyzed data from 60 language teacher educators from 10 TTCs in Malawi. The findings revealed that the teacher educators’ level of CK and PCK was low, but they had high self-efficacy in their ability to teach the component skills of literacy to the student teachers. Of the teacher educators’ characteristics, only continuous professional development was positively correlated with their self-efficacy. The teacher educators’ CK and PCK are shaped by the TTC curriculum, their primary school teaching experiences, and the national education policies and guidelines they implement. Gaps in the curriculum and external constraints hinder them from effectively training student teachers in foundational literacy pedagogies. The findings provide pedagogical and policy directions for stakeholders to improve the quality of preservice education in low–middle-income contexts. Full article

Background/Objectives: Childhood stunting remains a critical public health issue in low- and middle-income countries. Despite Malaysia’s economic growth, there is limited large-scale evidence on the determinants of stunting among children from infancy to primary school age. This cross-sectional study, part of South East Asian Nutrition Surveys II (SEANUTS II), aimed to determine sociodemographic and environmental risk factors for stunting among 2989 children aged 0.5–12 years. Methods: Children were recruited from four regions in Peninsular Malaysia (Central, East Coast, 2022–2030Northern, Southern). Standing height or recumbent length was measured, and stunting was classified based on WHO criteria (height-for-age Z-score below −2 standard deviations). Parents reported information on socioeconomic status, sanitation facilities, and hygiene practices. Multivariate binary logistic regression was used to determine the determinants of stunting. Results: Stunting prevalence was 8.9%, with infants (aOR = 2.92, 95%CI:1.14–7.52) and young children (aOR = 2.92, 95%CI:1.80–4.76) having higher odds than school-aged children. Key biological predictors included low birth weight (aOR = 2.41; 95%CI:1.40–4.13) and maternal height <150 cm (aOR = 2.24; 95%CI:1.36–3.70). Chinese (aOR = 0.56; 95%CI:0.35–0.88) and Indian children (aOR = 0.16; 95%CI:0.05–0.52) had a lower risk of stunting compared to Malays. Conclusions: This study highlights the ongoing challenge of childhood stunting in Malaysia, with age, birth weight, ethnicity, and maternal height identified as key determinants. These findings call for early identification of at-risk households and targeted support, especially through education and financial aid to foster healthy child growth. Full article

Background: Patients with Down syndrome (DS) commonly experience psychological and mental problems. Studying the quality of life (QoL) of children with DS is important because it increases knowledge related to understanding the challenges that this group may face. This study aims to examine the QoL of children with DS from a parental perspective in terms of physical, emotional, social, and school domains, depending on several factors, and identify demographic characteristics of their parents that may affect their QoL. Methods: This online survey study was conducted in Saudi Arabia between November 2024 and March 2025. The inclusion criteria targeted parents of children with confirmed DS diagnoses aged between 8 and 18 years. Results: The findings of this study showed that children with DS aged between 0 and 2 years had significantly lower QoL scores (10.18 ± 3.83) compared to other age groups (p = 0.02). In addition, gender differences were significant in the emotional (p = 0.03), social (p = 0.01), and school (p = 0.01) domains, with females scoring lower QoL scores in all areas compared to males. Moreover, educational level showed significant results across all domains, particularly for children with no education, who had the lowest QoL scores in the physical domain (22.34 ± 7.53, p = 0.004), emotional domain (10.41 ± 3.79, p = 0.003), social domain (11.22 ± 4.06, p = 0.001), and school domain (8.75 ± 5.09, p = 0.001). The findings of this study showed that children with DS who are in primary school (odds ratio (OR) = 5.90, 95% confidence interval (CI): 1.85–18.78, p = 0.003) and middle school (OR = 5.27, 95% CI: 1.44–19.31, p = 0.012) had significantly higher odds of better QoL compared to children with no formal education. Additionally, children cared for by their fathers had significantly lower odds compared to those cared for by their mothers (OR = 0.07, 95% CI: 0.01–0.90, p = 0.041). None of the demographic characteristics of caregivers reached a statistical significance level to have influence on caregivers QoL (p > 0.05). Conclusions: The findings of this study demonstrated a low level of QoL, affecting the emotional, social, and school domains, especially among female children with DS aged between 0 and 2 years with no formal education and cared for by their fathers. Governments should develop a comprehensive plan to care for these children and families in order to enhance their rights and quality of life, thereby placing emphasis on those who exhibit parameters related to a lower QoL. Full article

Background: Fundamental movement skills (FMS)—including muscular strength, endurance, and mobility—are linked to better health-related quality of life and higher physical activity in children. Rural children often score lower on FMS tests than urban peers due to resource limitations rather than ability. Thus, increasing access to FMS activities in under-resourced rural areas is essential. The primary objective was to test the feasibility of Hoosier Strength in a rural middle school sample, and the secondary objective was to observe the preliminary changes in FMS-related outcomes pre- to post-intervention and at follow-up. The exploratory objective was to explore how participants responded to different coaches on the Hoosier Strength coaching team (i.e., gender, coaching style during activities). Methods: This study used a Hybrid Type 3 design to evaluate feasibility and FMS outcomes, integrating qualitative and quantitative data. The four-week intervention included a test group (n = 24; 14 females, 10 males; mean age: females 12.4 ± 0.5 years, males 12.7 ± 0.4 years) and a control group (n = 12; 8 females, 4 males; mean age: females 12.9 ± 0.3 years, males 12.7 ± 0.3 years). Data analysis included descriptive statistics for feasibility indicators (Acceptability of Intervention Measures [AIM], Intervention Appropriateness Measure [IAM], and Feasibility of Intervention Measure [FIM]), linear regression for mobility and muscular endurance changes, t-tests for psychological need satisfaction and frustration, and regression analysis for squat knowledge and post-intervention confidence. Results: (1) There was high feasibility across the 4-week Hoosier Strength intervention and at follow-up; (2) there were no statistically significant changes in squat performance; (3) participants’ confidence in their ability to squat at the end of the intervention was significantly predicted by their squat knowledge at baseline; and (4) participants prioritized leadership and team management over tactical analysis, highlighting a preference for coaches who foster teamwork. Conclusions: The findings offer a transparent approach for evaluating the feasibility and preliminary outcomes of the Hoosier Strength intervention in an under-resourced rural middle school, thereby encouraging further investigation into strength training interventions in rural schools. Full article