Search Results (492)

The education sector in Tanzania faces significant challenges, especially in public primary schools. Unmanageably large classes and critical teacher–pupil ratios hinder the provision of tailored tutoring, impeding pupils’ educational growth. However, artificial intelligence (AI) could provide a way forward. Advances in generative AI can be leveraged to create interactive and effective intelligent tutoring systems, which have recently been built into embodied systems such as social robots. Motivated by the pivotal influence of teachers’ attitudes on the adoption of educational technologies, this study undertakes a qualitative investigation of Tanzanian primary school mathematics teachers’ perceptions of contextualised intelligent social robots. Thirteen teachers from six schools in both rural and urban settings observed pupils learning with a social robot. They reported their views during qualitative interviews. The results, analysed thematically, reveal a generally positive attitude towards using social robots in schools. While commended for their effective teaching and suitability for one-to-one tutoring, concerns were raised about incorrect and inconsistent feedback, language code-switching, response latency, and the lack of support infrastructure. We suggest actionable steps towards adopting tutoring systems and social robots in schools in Tanzania and similar low-resource countries, paving the way for their adoption to redress teachers’ workloads and improve educational outcomes. Full article

Background/Objectives: Cardiorespiratory fitness (CRF) is of great interest in children and adolescents. Due to the limited availability of cardiopulmonary exercise testing, simple and reliable alternatives are needed. A stair climbing test (SCT) for the assessment of CRF developed at the Department of Pediatric Cardiology of the LMU University Hospital in Munich showed a strong correlation with VO₂max. The aim of this study is to prove its feasibility in a non-clinical setting and to analyse its results in a larger study population. Methods: During the “Hand aufs Herz” study, a comprehensive cardiovascular examination was carried out on 922 pupils and siblings (13.2 ± 7.8 years) at a high school in Bavaria. The SCT was performed to evaluate CRF: participants had to run up and down a total of four floors (14.8 m) as quickly as possible without skipping steps or holding on to the banister. Absolute time has been normalized over the standard height of 12 m to allow comparisons with different settings. An SCT Index was calculated to adjust results to the different weights of participants and the exact height of the staircase. Results: The SCT proved to be easily feasible and safe in non-clinical contexts. Out of 922 participants, 13 (1.4%) were not able to perform the test, and 3 (0.3%) had to interrupt it following fatigue or stumbling. A total of 827 participants aged from 9 to 17 years (13.1 ± 2.1 years, 45.8% girls) had a mean absolute SCT time of 53.4 ± 6.2 s and 43.3 ± 5.1 s when normalized over 12 m. Conclusions: The SCT represents a simple, cost- and time-saving test that allows a rapid and solid assessment of cardiorespiratory fitness in children and adolescents. We could demonstrate that it is safe and feasible in non-clinical contexts. Its short duration and universal applicability are valuable advantages that could facilitate the establishment of a repetitive cardiovascular screening in the pediatric population, particularly in outpatient departments or settings with low-resource systems. Full article

The contemporary digital era has fundamentally reshaped pupil education. It has transformed learning into a dynamic environment with enhanced access to information. The focus shifts to the educator, who must employ teaching strategies, practices, and methods to engage and motivate the pupils. New possibilities are emerging for adopting active pedagogical approaches. One example is the use of educational online escape games. In the theoretical part of this paper, we present online escape games as a tool that broadens pedagogical opportunities for schools in primary school chemistry education. These activities are known to foster pupils’ transversal or soft skills. We investigate the practical dimension of implementing escape games in education. This pilot study aims to analyse primary school teachers’ perceptions of online escape games. We collected data using Q methodology and conducted the Q-sort through digital technology. Data analysis utilised both the PQMethod programme and ChatGPT 4-o, with a subsequent comparison of their respective outputs. Although some numerical differences appeared between the ChatGPT and PQMethod analyses, both methods yielded the same factor saturation and overall results. Full article

Background: Electronic waste (e-waste) recycling in informal settings like Agbogbloshie in Accra, Ghana, releases toxic metals into the environment, posing serious health risks to nearby residents, particularly children. This study assessed the body burdens of lead (Pb), manganese (Mn), cadmium (Cd), chromium (Cr), nickel (Ni), and arsenic (As) and their association with cognitive function in schoolchildren living within 1 km of the Agbogbloshie site. Method: A cross-sectional study involving 56 pupils collected demographic data and blood and urine samples and administered the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV). Blood was tested for Pb and Mn and urine for Cd, Cr, Ni, and As. Associations between metal levels and cognitive outcomes were examined using regression analyses, adjusting for confounders. Result: Children showed elevated metal levels, with mean blood Pb of 60.43 µg/L and urinary s of 21.50 µg/L. Symptoms of cognitive dysfunction were common: 75% reported confusion, 67.9% poor memory, and 66% poor concentration. Urinary Cr levels were significantly associated with lower Full-Scale IQ (β = −18.42, p < 0.05) and increased difficulty in decision-making (OR = 0.1, p < 0.05). Conclusion: These findings underscore the neurodevelopmental risks of heavy metal exposure from e-waste in low- and middle-income countries and call for urgent public health interventions and policy actions. Full article

There is a lack of studies comparing PE teachers’ reflections on the role of sport in different regions. Using Kirk’s conceptualization of the role of sport, this qualitative comparative study aimed to explore and compare fifth-grade physical education (PE) teachers’ perceptions and experiences related to PE teaching in Finland and in the Kurdistan region of Iraq (KRI). In-depth interviews were conducted with eight Finnish and six KRI teachers, and the data were analyzed using the NVivo qualitative analysis program. The results showed that the Finnish teachers’ reflections were classified into four themes: joy and competence rather than sport, sport and curriculum, the status of sport in society and prerequisites for physical activities and sport. The KRI teachers’ reflections were also classified into four themes: sport as an aim in PE, the teacher as a model and leader of the sport, sport raising one’s status and PE being not only about sport. The role of sport in PE was recognized by teachers from both regions, although from different perspectives. The Finnish teachers made a clear distinction between PE and sport. The KRI teachers perceived PE and sport almost as one, in the belief that PE primarily teaches pupils about sport and that sport itself is a central goal. Both groups of teachers aimed to enhance their pupils’ well-being and encourage a physically active lifestyle through PE. The KRI teachers believed that engaging students in sports would promote these aims, whereas Finnish teachers saw sport as just one of many components needed to achieve these objectives. The Finnish teachers emphasized the national PE curriculum guiding their work, while the KRI teachers had no standardized PE curriculum in primary school. This comparative study highlights the importance of implementing a well-structured PE curriculum in primary schools in the KRI. Further studies should examine how the implementation of such a curriculum will affect KRI teachers’ teaching and the role of sport in PE. Full article

Metacognition and self-regulated learning are widely understood to offer significant benefits for pupils’ mathematical problem solving; however, the existing literature highlights that the under-representation of these concepts in curriculum, policy, and teacher professional development means that their potential for impact remains unfulfilled. This article, therefore, examines the potential value of an innovative fading professional development programme—“Stepping Stones”—in enhancing teachers’ understanding and use of metacognitive strategies for mathematical problem solving. Adopting a convergent mixed methods design, this pilot evaluation involved Year 2 teachers across five primary schools. The results from both qualitative and quantitative data demonstrate that, as the scaffolding provided by programme materials faded and teachers assumed greater responsibility for session planning, they incorporated metacognitive strategies into their planning and delivery with increased independence. The results also indicate the acceptability of this professional development model, suggesting that, when combined with peer collaboration, the fading design was associated with improvements in knowledge and confidence regarding both metacognition and mathematical problem solving, alongside increased ownership and buy in. The conclusions advocate further examination and implementation of fading models of professional development to promote the understanding and use of metacognition for mathematical problem solving and recommend exploration into different professional development contexts. Full article

As global environmental challenges intensify, there is an increasing need to equip younger generations with the knowledge, values, and sense of responsibility necessary for a sustainable future. This study explores how environmental citizenship education (ECE), implemented through a nature-based learning program within a Nature and Science School (NSS) in Türkiye, was experienced and interpreted by primary school pupils in relation to their development of understanding of sustainability and environmental citizenship. NSSs, integrated into the formal education system by the Turkish Ministry of National Education, offer inquiry-driven and experiential learning in natural settings. The study took place in Talat Göktepe Grove, a biodiverse site including forest and marine ecosystems, where a four-month ECE program was conducted. A holistic single-case study design was employed, drawing on pupil diaries and semi-structured interviews. A total of 88 pupils engaged in structured outdoor activities addressing biodiversity, sustainability, and the climate crisis. Initially, pupils described environmental citizenship through individual actions. Over time, their perspectives expanded to include civic participation, environmental rights, and collective responsibility. Their reflections also revealed a more nuanced understanding of sustainability, encompassing concepts such as ecosystem balance, renewable energy, and environmental justice. The study provides insight into how nature-based education may support meaning-making around environmental citizenship and sustainability in early education. Full article

The latest Relationships Education, Relationships and Sex Education, and Health Education (RSHE) Draft Guidance seeks to reduce the inclusion of LGBT themes in English schools. Additionally, the Gender Questioning Draft Guidance for Schools and Colleges and the Cass Review overlook the rights of trans and non-binary young people, further intensifying the heated debates surrounding their lives. In response, the author draws upon research conducted in a primary school in Greater London in 2021, when statutory RSHE, including LGBT content, was first introduced. The research aimed to understand how teachers felt about teaching RSHE and to collaborate with them to enhance pupil learning within and beyond the RSHE curriculum. This paper critiques lesson observations and teachers’ reflections on their lessons using a Framework for Sexuality Education and Queer Theory. The researcher’s call to rethink how RSHE is taught should not be taken to mean it should not be taught. To the contrary, the findings suggest a need for the school to broaden its curriculum, teaching methods, and strategies to become a truly ‘LGBT-inclusive’ environment. However, the paper also illuminates the apprehensions these primary school teachers experienced, which in turn influenced pedagogical decisions. The article concludes by recommending specific whole-school approaches and effective pedagogical practices for RSHE in the school, which could be beneficial to other primary school settings. Effective teaching of LGBT themes requires clear support for educators, especially within the complexity of a primary school setting and given the changing political and social climate. Full article

Objectives: Our aim was to study whether the Modified Dental Anxiety Scale (MDAS) is reliable and valid for use in children aged 9 to 12 years. Methods: The study population was a convenient sample of Finnish comprehensive school pupils in the third and sixth grades (N = 57 and N = 69, respectively). Dental fear and anxiety (DFA) were measured with the Finnish validated adult version of MDAS, the modified Child Fear Survey Schedule—Dental Subscale (CFSS-DS-M), and a single question. Reliability was evaluated using Cronbach’s alpha. The criterion validity of MDAS was assessed using Spearman rank correlation coefficients against CFSS-DS-M and the single question. Construct validity was assessed by examining the ability of MDAS to find differences according to gender and treatment procedures using the chi-square test for categorized and the Mann–Whitney and Jonckheere–Terpstra tests for continuous variables. Results: The Cronbach alphas were 0.841, 0.708, and 0.778 for MDAS total, anticipatory, and treatment-related DFA, respectively. Correlations between MDAS and CFSS-DS-M total and subscale scores were moderate to strong (ρ = 0.559–0.794), supporting criterion validity. Girls in third grade had lower mean MDAS anticipatory DFA (3.4, SD = 1.44) than boys (4.5, SD = 2.21, p = 0.051). In sixth graders, girls had higher mean MDAS treatment-related DFA (8.4, SD = 3.17) than boys (6.9, SD = 2.61, p = 0.067). Children reporting orthodontic treatment had lower anticipatory DFA (mean = 3.4, SD = 2.13) than children not reporting (mean = 4.0, SD = 1.83; p = 0.009), supporting construct validity. Conclusions: The Finnish version of the MDAS showed good reliability, good criterion validity, and acceptable construct validity, supporting its use in children aged 9–12 years. Full article

In this retrospective and observational study, we examine grade 1 reading development following an assessment tool providing recommendations for teachers. Tests and recommendations for instruction were provided by LegiLexi, a non-profit foundation that aims to increase reading skills in primary school. We analyzed differences between poor decoders who receive a decoding recommendation after the first test session, then improve their decoding and therefore receive another recommendation (responders) and poor decoders who develop their decoding more slowly (non-responders) and receive a decoding recommendation after both the first and second assessment. Responders are characterized by initial word decoding problems but a substantial improvement between test sessions leading them to a high level of reading comprehension at the end of grade 1. Their decoding improved the most when this skill was the recommended focus of instruction but their reading comprehension also steadily improved when the recommendations changed. The group of non-responders was larger and showed improvements that were more modest on all reading tests during grade 1. The study demonstrates that decoding continues to be a bottleneck for reading development in the early school years and that recommending teachers to focus on decoding instruction might be helpful for some pupils. Full article

Background: This study aimed to investigate the differences in motivation and physical self-concept among pupils based on their level of physical activity during physical education classes. Methods: The research encompassed 398 pupils (aged 10 ± 0.3 years), including 211 boys and 187 girls, divided into three groups according to their level of physical activity during class (Group A—low; Group B—medium; Group C—high). The modified Self-Regulation Questionnaire was used to evaluate pupils’ motivational orientations, while the corresponding subscales of the Self-Perception Profile for Children (SPPC) were employed to measure physical self-concept. Pupils’ physical activity (measured in steps and intensity) during physical education classes was assessed using CoachGear pedometers and Suunto Memory Belt heart rate monitors. Results: The findings revealed significant differences between the groups of pupils of both genders concerning their physical activity levels during early school years. Notably, these differences were more pronounced in boys than in girls. Additionally, it was observed that less active pupils generally exhibited lower levels of motivation as well as lower physical self-concept scores. Conclusion: Pupils with higher levels of physical activity during physical education classes demonstrated greater motivation and a more positive physical self-concept, highlighting the crucial role of engagement in fostering both psychological and physical development. These findings underscore the need for well-structured and engaging physical education programs that support active participation and enhance pupils’ overall well-being. Full article

Objectives: The study aimed to assess the intake of total fat, saturated fatty acids (SFAs), and trans fatty acids (TFAs) from sweet and salty snacks among Polish schoolchildren and to evaluate differences by age, gender, and nutritional status. Methods: A cross-sectional study was conducted among 362 pupils aged 10–15 years. Snack consumption was assessed using a validated food frequency questionnaire. Fat content was estimated based on product labels and databases, and the Estimated Daily Intake (EDI) of fats was calculated. Intake levels were compared to dietary recommendations and analyzed by gender, age, and BMI category. Results: The mean fat intake from snacks was 34.5 g/day, covering nearly 47% of the recommended daily intake. Over 12% of students exceeded total fat recommendations, 20% exceeded SFA limits, and more than 30% surpassed the TFA intake threshold. The highest intake of fats was observed among 10-year-olds. Over 60% of students in this age group exceeded the TFA’s upper intake level. Girls showed slightly higher intakes of total fat and SFAs than boys, although the differences were not statistically significant. Fat intake was highest among children with overweight or obesity. Conclusions: Snacks are a major contributor to unhealthy fat intake among school-aged children, particularly in the youngest age group and those with excess body weight. Early, targeted nutrition education and regulatory strategies are needed to promote healthier snacking habits and reduce the long-term risk of diet-related non-communicable diseases. Full article

This interventional study aimed to assess the effectiveness of a school-based environmental education program on improving knowledge, attitudes, perceptions, and behavior related to air pollution among pupils in low-middle schools in Pristina, Kosovo. Air pollution is a pressing issue in Kosovo, particularly in urban areas, making it essential to raise awareness from an early age. As one of the first initiatives of its kind in the country, this study offers valuable insights into the impact of educational interventions on students’ understanding of environmental issues. The study involved an intervention group of fifth to ninth grade students who participated in a structured environmental education program, with data collected through pre-test, post-test, and follow-up assessment. We used a quantitative questionnaire with four sections—demographics, knowledge, perceptions, attitudes, and behavior. The findings revealed a significant improvement in knowledge and perceptions about air pollution among students in the intervention group, highlighting the crucial role of education in raising environmental awareness. However, the intervention had limited impact on changing attitudes and no significant effect on pro-environmental behavior, echoing challenges found in previous studies. Parental education, particularly maternal education, was found to play a substantial role in shaping attitudes, while gender and parental education positively influenced perceptions. The study also identified a negative association between higher grade levels and both knowledge and perception scores. Despite its success in enhancing knowledge, the short intervention period and challenges in participant engagement limited the program’s ability to drive long-term behavioral change. These findings emphasize the need for more sustained and comprehensive interventions to address the complex relationship between knowledge, attitudes, and environmental behaviors. Full article

With education playing a role as a catalyst for change towards a more sustainable world, there is a need to develop educational concepts that enable young people to responsibly take up the challenges of future-proof development. The GewässerCampus project is related to environmental education in the context of the ecological dimension of Education for Sustainable Development. This article focuses on evaluating the GewässerCampus project by assessing current motivation, ecological knowledge, and environmental values during participation in an outdoor learning program. In total, 231 German pupils of lower and upper secondary level participated in the project. In a quasi-experimental study design, current motivation, pro-environmental and anthropogenic values (Preservation and Utilization), and knowledge were assessed before and immediately after participation in the learning program. The learning activities during the project day led to significant knowledge acquisition. Furthermore, high individual values of the test items for Preservation and low values of the test items for Utilization were obtained. Our results show how important it is to consider the individual teaching and learning requirements of the learner group depending on the grade level, as well as the type of school, when preparing modules for environmental education in the context of sustainable development. Full article

Background/Objectives: Today, digital technologies are integral to children’s lives; their increasing use, however, may raise health concerns. This study aims to examine the effect of screen time on physical activity and lifestyle factors in German school children. Methods: As part of the prospective hand-on-heart-study (“Hand-aufs-Herz”), a comprehensive cardiovascular system check-up examination was conducted on 922 German schoolchildren. The pupils were asked for a self-report on their daily physical activities and club sports. The examinations on-site contained measurements of the pupils’ weight and height as well as their physical fitness, which was assessed by a stair-climbing test. Results: A large proportion of pupils had a screen time of more than 2 h daily, regardless of the day of the week (63–76%). In fact, pupils with a screen time ≥ 2 h were more likely to achieve poor grades in school (weekday ORs 3.23, 95% CI 1.76, 5.95; weekend ORs 3.28, 95% CI 1.53, 7.00) and not be members of a sports club (weekday ORs 2.35, 95% CI 1.68, 3.29; weekend ORs 2.13, 95% CI 1.44, 3.14). Pupils who did not meet both recommendations for physical activity and screen time walked <5000 steps daily (60%), had a high proportion of overweight/obesity (40%), were non-swimmers (38.5%), spent ≥7 h sitting (35.8%), and slept fewer hours than recommended (30%). It has also been shown that longer screen time has a negative impact on the lifestyle of children and young people. Conclusions: Our results show that excessive screen time in children is linked to higher weight and an unhealthy lifestyle, increasing long-term cardiovascular risks. Public health initiatives aimed at reducing screen time, promoting physical activity, and encouraging healthier habits are essential to improve children’s overall health and prevent future chronic diseases. Full article