Search Results (752)

Background: Parental practices that support autonomy, provide structure, and foster warm relationships are associated with greater satisfaction of students’ basic psychological needs for autonomy, competence, and relatedness. In minority educational contexts, however, students’ psychological need satisfaction is also shaped by broader sociocultural conditions that may create additional pressures and sources of chronic stress. Within such environments, parental support may function as a protective factor that helps students cope with educational and cultural demands. Objective: The aim of this study was to explore how parental support contributes to the satisfaction of students’ basic psychological needs within a minority educational context where students from the Greek minority attend a bilingual school operating within a Turkish educational framework. Methods: A qualitative design was employed using three focus groups conducted in a minority school located in Gökçeada, Türkiye: one with parents (N = 5), one with lower secondary school students (N = 6), and one with upper secondary school students (N = 6). Interview questions were developed on the basis of Basic Psychological Needs Theory. Data were analyzed thematically by five members of the research team. Results: Findings indicated that parental support influenced students’ need satisfaction through practices related to autonomy (e.g., trust, space for mistakes), competence (e.g., encouragement, comparison), and relatedness (e.g., emotional presence, empathy). However, these practices were not experienced in a uniform way. Rather, their meaning and impact were shaped by contextual conditions associated with minority status, including bilingual educational demands, limited resources, and close-knit community dynamics. Conclusions: The study suggests that in minority school settings, parental support operates not simply as a general interpersonal resource but as a contextually mediated protective process. By showing how sociocultural and institutional conditions shape the enactment and experience of autonomy, competence, and relatedness, the findings extend existing BPNT research beyond majority settings and offer a more context-sensitive understanding of students’ psychological need satisfaction. Full article

This study examines the increasing concern regarding teacher job satisfaction, which has a direct impact on retention, instructional quality, and student outcomes. Traditionally, teacher satisfaction has been evaluated through questionnaires, which present limitations in terms of data efficiency and analyses. In this study, machine learning techniques were applied to data from the PISA 2022 teacher questionnaire in Morocco (N = 2998 lower-secondary teachers). Two multiclass classification targets were defined: overall job satisfaction (SATJOB_class) and satisfaction with the teaching profession (SATTEACH_class), each categorised into three balanced classes: low (<−0.5), medium (−0.5 to 0.5), and high (>0.5) classes. The methodology comprised four key stages. Initially, comprehensive pre-processing was conducted to address missing values, retaining features with fewer than 300 missing entries and applying mode imputation. Subsequently, nine classifiers, including logistic regression, K-nearest neighbours, multinomial naïve Bayes, support vector machine, decision tree, random forest, XGBoost, AdaBoost, and a feed-forward Artificial Neural Network, were evaluated using identical train/test splits and hyperparameter tuning. Third, the model performance was assessed using accuracy, precision, recall, and F1-score. Finally, the feature importance was derived from tree-based and permutation methods. The results indicated that XGBoost outperformed the other models for SATJOB_class with an accuracy (0.61), precision (0.62), recall (0.61), and F1-score (0.61), followed by Random Forest (accuracy = 0.59), Logistic Regression (accuracy = 0.59), and AdaBoost (accuracy = 0.59). For SATTEACH_class, Random Forest led with accuracy (0.59), followed closely by XGBoost (0.58), ANN (0.57), and AdaBoost (0.56). Key predictors of teacher job satisfaction included workload-related variables and school-environment factors, which consistently emerged as the most important features across the best-performing models. The methodology and open-source pipeline provide a reproducible framework for evidence-based interventions to improve teacher retention and instructional quality, offering valuable insights for policymakers and educational administrators. Full article

This study examines how protective factors contribute to teacher resilience and sustainable wellbeing during remote teaching, focusing specifically on parent-teachers who are balancing professional responsibilities with childcare. Within the broader context of research on educator resilience and professional practice, it explores the associations between social and organizational support, work–family conflict (WFC), and parenting self-efficacy (SE) and satisfaction, factors linked to educators’ capacity to manage dual roles effectively. The hypotheses were that (1) WFC would negatively correlate with parenting SE and satisfaction; (2) support from friends and family and from the workplace would be associated with lower WFC and higher parenting SE and satisfaction; and (3) WFC would mediate the relationship between support and parenting outcomes. Using a mixed-methods design with quantitative scales combined with open questions, data were collected through retrospective self-report questionnaires in relation to the COVID-19 lockdowns. The sample included 474 teachers who teach in schools in Israel and have children aged 0–12. The predictive mediation model confirmed the first two hypotheses, with partial support for the third. Qualitative findings provide insight into parent-teachers’ experiences, including gender-based differences, and emphasize factors associated with their adjustment to remote instruction. These findings contribute to understanding how social and organizational support—forms of collaborative and resilience-promoting mechanisms—may have an important role in promoting educator wellbeing through their negative association with work–family conflict. The findings should be examined further in longitudinal or experimental research and in additional cultural and educational contexts to examine their generalizability, as well as causality. Nonetheless, the findings provide possible directions for policy and interventions aimed at fostering resilience and sustainable wellbeing among teachers, particularly those navigating dual roles in their personal and professional lives. Full article

This study examines the design and pedagogical evaluation of Extended Reality (XR) applications, with a primary focus on location-based Augmented Reality (AR). The XR applications were implemented within an environmental education program delivered by the Education Center for the Environment and Sustainability (E.S.E.C.) of Kastoria, aiming to enhance students’ understanding of lake ecosystems and environmental awareness through immersive, situated learning experiences. The development followed the ADDIE instructional design framework and was grounded in principles of experiential and situated learning. The educational intervention was conducted in an authentic field setting along the shoreline of Lake Kastoria and combined location-based AR activities with complementary immersive VR experiences. Evaluation data were collected through a structured questionnaire administered to 271 primary and secondary school students, employing XR-relevant constructs including Challenge/Satisfaction/Enjoyment, Ease of Use, Usefulness/Knowledge, Experiential and Situated Learning, Interaction/Collaboration, and Intention to Reuse. In addition, accompanying teachers provided supplementary qualitative feedback to support the interpretation of the findings under authentic field conditions. Descriptive statistical analysis indicated consistently high scores across all constructs (M = 3.27–4.40, SD = 0.41–0.64). Pearson correlation analysis revealed strong associations between Experiential/Situated Learning and Usefulness/Knowledge (r = 0.737), Experiential/Situated Learning and Challenge/Satisfaction/Enjoyment (r = 0.642), Intention to Reuse and Challenge/Satisfaction/Enjoyment (r = 0.635), as well as Usefulness/Knowledge and Challenge/Satisfaction/Enjoyment (r = 0.619). Multiple regression analyses further supported key relationships, including Usefulness/Knowledge as a predictor of Experiential/Situated Learning (β = 0.57, p < 0.001), Experiential/Situated Learning as a predictor of Challenge/Satisfaction/Enjoyment (β = 0.47, p < 0.001), and Interaction/Collaboration as a predictor of Intention to Reuse (β = 0.31, p < 0.001). Intention to reuse was mainly associated with interaction and collaboration, enjoyment and motivation, perceived usefulness/knowledge, and ease of use. Overall, the findings indicate that XR-supported outdoor learning is positively associated with key experiential, emotional, social, and perceived learning dimensions when embedded within a coherent pedagogical framework. Full article

Background: Mindful eating strategies have shown promise in addressing obesity and food insecurity among children. However, limited research has examined the acceptability of mindful eating programs among low-socioeconomic families in rural areas. This study evaluated caregivers’ and teachers’ acceptability and satisfaction with a 14-week, school-based mindful eating program for preschoolers to inform future implementation. The program effectively improved home eating environment, household food insecurity, and child body mass index. Methods: A convergent parallel mixed methods study design was used to evaluate the 14-week mindful eating intervention among 200 preschoolers from 26 Head Start classrooms in rural Michigan, United States. After intervention completion, acceptability and satisfaction data were collected and assessed from 192 caregivers and 23 classroom teachers via (1) quantitative online survey data analyzed using descriptive statistics, and (2) qualitative data from individual interviews completed with a subset of parents and teachers that were analyzed with thematic analysis. Results: Both quantitative and qualitative data showed high acceptability and satisfaction. Caregivers (survey: 88.9%, interview: 94.1%) and teachers (survey: 87.0%, interview: 100%) were satisfied with the program. Teachers (survey: 82.6%, interview: 87.5%) agreed the program improved children’s eating behaviors. Most surveyed caregivers (81.1%) agreed the completion of child letters sent home after the program session helped caregiver–child communication. Several barriers and suggestions for implementation were also identified by interviewed teachers and caregivers, including the limited availability of specific fruits and vegetables in local areas, concerns about preschoolers’ comprehension of curriculum, and recommendations on improving recruitment strategies. Conclusions: This study highlighted the high acceptability and satisfaction of a mindful eating program among caregivers and classroom teachers. The findings offered implications for future interventions to integrate mindful eating programs into early childcare organizations to help address child obesity and food insecurity. Future research exploring nutrition-related policies to sustain implementation of mindful eating programs is needed. Clinical Trial Registration: The clinical trial was registered at ClinicalTrials.gov (NCT05780008) on 27 February 2023. Full article

The school garden has a long-standing pedagogical tradition linked to active, experiential, and community-based education, represented by authors such as Montessori, Freinet, and Dewey. Currently, its role has been consolidated as a relevant educational resource used to address the challenges of sustainability education, pedagogical innovation, and student holistic development. This research takes a qualitative approach based on a multiple case study conducted in four educational centers in Spain and Portugal. Semi-structured interviews, documentary analysis, and reflective memoranda were used. Content analysis was performed using a deductive–inductive coding approach in ATLAS.ti software v. 25th, combining literature-derived categories with those emerging from the data, following a thematic analysis (TA) approach. The results suggest that school gardens promote meaningful learning, the development of transversal competencies, improved school climate, and community involvement. Pedagogical, social, and emotional benefits were identified, as well as high levels of satisfaction among all participants. However, obstacles were found to persist, mainly related to a lack of time and teacher coordination. The study confirms that the school garden serves as a pedagogical resource with a high transformative potential. Its effectiveness depends on intentional curricular integration, teacher commitment, and the engagement of the educational community, aligning with the principles of an active, sustainable, and contextualized pedagogy. Full article

This study sought to identify key factors in university students’ physical and mental health by using a combination of methods, including classical statistical analysis and machine learning techniques. Physical and mental health test data were collected from undergraduates of the 2020 to 2023 cohorts at a university. A self-designed questionnaire on factors associated with physical and mental health was also sent to randomly selected undergraduate students from the same university. The study data were analyzed by one-way analysis of variance, Pearson correlation analysis, hierarchical regression analysis, and a machine learning model. The results revealed that participation in school sports clubs (β = −0.111, p < 0.001) and amount of exercise (β = 0.182, p < 0.001) were significant predictors of physical health status. Difficult family economic situation (β = 0.162, p < 0.001), major satisfaction (β = −0.092, p = 0.02), the quality of a romantic relationship (β = −0.121, p = 0.003), the quality of interpersonal relationships (β = −0.157, p < 0.001), and an overprotective family parenting style (β = 0.109, p = 0.011) were significant predictors of mental health status. The results of regression analysis and application of the machine learning model identified that the amount of exercise, quality of interpersonal relationships, and family parenting style had consistent effects on both the physical and mental health of university students. Full article

Adolescents increasingly engage with digital technologies, yet understanding patterns of smartphone use and fostering reflective awareness remain challenging. Traditional assessments in clinical or school settings may limit participation and self-reflection. This study evaluated the feasibility and impact of a Computer-Assisted Web Interviewing (CAWI) approach to monitor smartphone use, provide immediate individualized feedback, and support peer-mediated dissemination in a public science engagement context. Across three editions of the European Researchers’ Night in Rome (2023–2025), 807 adolescents aged 10–19 completed the SAS-SV questionnaire via on-site tablets or personal devices using QR codes. Smartphone use was categorized into Low Involvement, At-Risk, or Problematic. Participants were encouraged to share the survey link with peers, enabling snowball-mediated recruitment. Participant acceptance was assessed through the Net Promoter Score (NPS). Snowball participation accounted for the majority of responses, highlighting the effectiveness of peer-mediated diffusion. SAS-SV categorization indicated 46% Low Involvement, 39% At-Risk, and 15% Problematic use, with minimal gender differences. NPS values ranged from +69 to +79, with snowball participants reporting slightly higher satisfaction than on-site attendees. These results underscore high engagement, perceived value, and the role of peer networks in promoting reflective digital behavior. Integrating CAWI assessment, immediate feedback, and peer-mediated diffusion created a socially situated environment supporting self-reflection and voluntary dissemination. Peer networks extended both the temporal and social reach of the initiative beyond the public event, demonstrating a scalable and non-stigmatizing model. CAWI-based monitoring combined with feedback and peer-driven diffusion is feasible and effective for adolescent digital wellbeing interventions. This approach fosters reflective digital citizenship, supports self-awareness, and leverages social networks to enhance the reach and impact of youth-centered health promotion initiatives. Full article

Enclosed learning spaces, e.g., classrooms, are used in most schools. Open learning spaces, which enable teaching more than one group of students at a time, have become increasingly popular. A recent survey showed that acoustic satisfaction was lower among teachers working in open learning spaces. Our purpose was to compare the acoustic conditions of these learning space types. We investigated the room acoustic quality of 73 learning spaces in 20 schools. Ten schools involved only enclosed and ten both open and enclosed learning spaces. Measurements concerned speech transmission index, STI, background noise level, L_Aeq, and reverberation time, T. Variation in results in both learning space types was rather large. In enclosed learning spaces, STI varied within 0.64–0.83, L_Aeq within 25–47 dB, and T within 0.34–0.82 s. The corresponding variations in open learning spaces were 0.47–0.91, 29–44 dB, and 0.44–0.72 s. The differences between enclosed and open learning spaces were surprisingly small. Due to the different intended uses of these space types, Finnish target values are tighter for open than for enclosed learning spaces. These target values were fulfilled in 56% of enclosed and 9% of open learning spaces. The more frequent violation of target values in open learning spaces was due to the STI being too large at longer distances. Our study provides suggestive evidence that the room acoustic conditions are worse in open than enclosed learning spaces. Further research is needed to prove whether room acoustic conditions could explain worse acoustic satisfaction in teachers. Full article

This study reports the design, implementation, and descriptive evaluation of “Codici del Futuro”, a STEM-oriented education pathway developed by the Italian National Research Council (CNR) to promote students’ interest in science and awareness of research-related careers and addressed to local high school students. The programme involved 167 high school students organised in 10 groups and combined an orientation session with hands-on workshops delivered in CNR research facilities (chemistry, biotechnology, artificial intelligence, eXdended Reality/Augmented Reality (XR/AR), and game design). The chemistry workshop will be described as a case study. The study addresses two research questions: (RQ1) What group-level outcomes (participation, engagement, interest, behaviour) are observed across the multidisciplinary pathway? (RQ2) What post-activity satisfaction and short-term knowledge outcomes are observed in the chemistry workshop as an embedded case study? Group-level outcomes were assessed through a facilitator-based evaluation grid, using four single-item indicators rated on a 10-point scale and including field notes. The chemistry case study included an anonymous post-activity questionnaire (satisfaction, prior experience, and an eight-item knowledge test). Results documented high levels of engagement, interest, and appropriate behaviour across groups, whereas participation showed greater variability. In the chemistry case study, students reported high satisfaction and moderate post-activity knowledge scores, with differences across knowledge domains. Overall, findings provide descriptive evidence on student responses within a research-centre-based, multi-workshop STEM pathway. Full article

Background/Objectives: Job satisfaction and work-related quality of life (WRQoL) are essential determinants of nurses’ well-being, performance, and retention. Differences between school and clinical nursing environments may influence these outcomes, yet comparative evidence from Greece remains limited. This study aimed to assess and compare job satisfaction and WRQoL among school and clinical nurses and identify factors associated with professional well-being and turnover intention. Methods: A quantitative cross-sectional study was conducted between November 2024 and January 2025 among 165 nurses employed in Greek public hospitals and schools. Data were collected using demographic questions, the Job Satisfaction Survey (JSS), and the Work-Related Quality of Life (WRQoL) scale. Statistical analyses included descriptive statistics, independent group comparisons, correlation analysis, and multiple linear regression. Results: Moderate levels of job satisfaction (M = 125.10) and WRQoL (M = 75.27) were observed overall. School nurses reported significantly higher scores in both job satisfaction and WRQoL compared to clinical nurses (p < 0.001). Clinical nurses expressed a greater intention to transition to school nursing. Lowest satisfaction levels were related to salary, promotion, and fringe benefits, while supervision, coworkers, and nature of work scored highest. Strong positive correlations were found between job satisfaction and WRQoL dimensions. Regression analysis indicated that general well-being, job and career satisfaction, and working conditions significantly predicted job satisfaction, explaining 54.7% of its variance. Conclusions: Professional well-being among nurses is primarily shaped by workplace conditions rather than demographic factors. Interventions focused on improving compensation, career progression, and work environments are critical for enhancing job satisfaction and sustaining the nursing workforce. Full article

The growing complexity of school leadership, intensified by increasing accountability and administrative demands, has heightened the need to understand principals’ wellbeing. This study examines the wellbeing of 161 public primary school principals in Greece, focusing on the factors that shape their professional experience and overall functioning. Survey findings indicate generally high levels of emotional, cognitive, social, psychological, and spiritual wellbeing, although physical wellbeing was noticeably lower. A significant gender difference emerged, with male principals reporting higher overall wellbeing than female principals, highlighting the relevance of gendered experiences in leadership roles. Job satisfaction also proved central, showing a strong positive association with all six dimensions of wellbeing and underscoring its importance for sustaining principals’ resilience and effectiveness. Beyond individual characteristics, several organizational factors—including relationships with staff, working conditions, school climate, and administrative workload—were identified as key contributors to principals’ wellbeing and daily practice. These conditions illustrate how organizational environments can enhance or strain leaders’ capacity to navigate evolving role expectations. Qualitative insights further clarified how personal attributes and school-level circumstances interact with these broader dynamics. Overall, the study illuminates the interplay between gender, job satisfaction, and contextual factors in shaping principals’ wellbeing, offering evidence to inform targeted support within contemporary educational settings. Full article

This study explores how immersive e-learning technologies influence entrepreneurial intention among business education students, with a focus on the mediating role of learning satisfaction. Using a quantitative approach, data were collected from 561 final-year undergraduate students enrolled in business and entrepreneurship programs at globally ranked universities. The relationships between immersive learning design features, learning satisfaction, and entrepreneurial intention were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The study draws on Experiential Learning Theory, Self-Determination Theory, and Expectancy–Value Theory to explain how immersive learning experiences shape entrepreneurial motivation. The results show that interactivity, experiential engagement, and personalization positively influence entrepreneurial intention, primarily by enhancing learning satisfaction. Students are more inclined toward entrepreneurial careers when immersive learning environments support autonomy, meaningful engagement, and perceived value. In contrast, high levels of realism and multisensory intensity do not consistently strengthen entrepreneurial intention, suggesting that excessive immersion may create cognitive strain or diminishing motivational returns under certain conditions. These findings highlight the importance of balanced and learner-centered immersive learning design rather than increased technological intensity alone. From a practical perspective, the study suggests that business schools should integrate immersive technologies in ways that emphasize experiential learning, adaptability, and cognitive balance. However, the findings should be interpreted with caution due to the cross-sectional design, reliance on self-reported data, and focus on final-year students. Overall, the study provides a nuanced understanding of how immersive e-learning can support entrepreneurial intention while also identifying important boundary conditions that shape its effectiveness. Full article

The teaching profession increasingly demands complex competencies, including collaboration, professional networking, and adaptability, beyond subject-specific knowledge, due to rapid educational, technological, and labor market changes. This study addresses the limited national data on the professional relational capital of teacher education students and examines how relational networks affect professional identity, commitment, and retention. A pilot questionnaire was developed from focus group interviews conducted in spring 2024 at the University of Nyíregyháza and analyzed with ATLAS.ti 7. The instrument includes four dimensions: parental influence, initiative during high school, initiative during university, and future employment plans, with indicators such as place of residence, cooperation patterns, network durability, domestic and international collaborations, and professional aspirations. Results indicate that students’ relational networks are central to early professional socialization and engagement in collaborative teaching communities. Mapping these networks offers diagnostic and developmental insights, supporting targeted mentoring, inter-institutional cooperation, and international mobility. Findings suggest that deliberately developing relational capital during teacher training enhances professional preparedness, satisfaction, and retention. Overall, the study highlights the value of integrating professional networking and collaborative competencies into teacher education to promote sustainable career paths, align training with labor market expectations, and strengthen the quality, resilience, and long-term sustainability of the teaching workforce. Full article

Climate change education requires innovative, action-oriented methodologies to foster student engagement and reflection on sustainable behaviors. This study explores an integrated educational program implemented within the Pathways for Transversal Skills and Orientation (PCTO) framework in three Italian upper secondary schools. The program combined immersive virtual reality experiences, GIS-based image analysis, traditional instruction, and two behavior-oriented web applications. A total of 181 students completed a post-activity questionnaire assessing satisfaction, perceived learning, prior knowledge, and self-reported intentions toward behavioral change. Results show that technology-enhanced and interactive modules were associated with higher levels of perceived engagement and perceived learning (with over 80% of students reporting at least moderate learning in immersive, GIS-based, and carbon footprint activities) compared to theory-only sessions. Modules explicitly linked to everyday behaviors, such as carbon footprint estimation and fast fashion consumption, were more frequently associated with self-reported intentions to adopt more sustainable practices (approximately 70% of positive responses). Given the post-only, perception-based design, findings should be interpreted as exploratory evidence of students’ perceived educational value rather than objective measures of learning outcomes. Overall, the study highlights the potential of experiential and digitally enhanced approaches in climate change education, while underscoring the need for future research incorporating objective and longitudinal assessments. Full article