Search Results (2,714)

This study explores the impact of integrating formal and non-formal learning in secondary school education through a mixed-methods experimental design. A total of 120 students (aged 14–16) from two secondary schools were randomly assigned to an experimental group (n = 60) and a control group (n = 60). The experimental group participated in a twelve-week interdisciplinary programme that combined traditional curricular subjects with non-formal educational practices such as sports, theatre, art, and community engagement, supported by digital learning platforms. Quantitative data were collected through validated instruments, while qualitative data were gathered through observations, focus groups, and semi-structured interviews with students, teachers, and parents. Statistical analyses (t-tests and ANOVA) revealed significant improvements in intrinsic motivation, psychological well-being, and sense of belonging among students in the experimental group compared to the control group. Thematic analysis of qualitative data confirmed these findings, highlighting increased collaboration, engagement, and inclusion. The results indicate that integrating formal and non-formal education fosters holistic learning, strengthens community ties, and promotes emotional and cognitive development. These findings provide empirical support for policies and pedagogical practices aimed at developing flexible, participatory, and sustainable educational models. Full article

Background: The consequences of video games have been a hotly debated topic in recent decades. While the media tend to focus on and publicize the alleged negative effects of video games, the empirical literature continues to research to illustrate the benefits of playing certain types of video games. Objective: With this paper we want to highlight the utility of virtual reality technology for improving reaction time. Methods: A total of 32 Romanian students, aged 17 to 19, were recruited from a high school in Cluj-Napoca. The experimental group took part in a virtual realitybased intervention, while the control group only attended the standard physical education classes included in the school curriculum. To assess simple and complex reaction time, we used the Deary–Liewald reaction time test. Descriptive statistics and t-tests were used to compare participant characteristics between the two groups. The significance level for all statistical analyses was set at p < 0.05. Results: Subjects in the experimental group (M = 382.75, SD = 21.30) showed statistically significant improvements (p < 0.05) at final testing compared to the control group (M = 396.88, SD: 25.37) in the complex reaction time Deary–Liewald test (t = −1.70, p = 0.04, d = −0.60). Conclusions: As technology continues to advance, new possibilities have emerged for reducing reaction time through cutting-edge tools like virtual reality. Our study shows that a well-structured 6-month virtual reality program can improve simple and complex reaction time in high school students. Full article

The heritage of John Paul II (JP2), a widely recognised religious and political leader, remains an important part of Polish heritage. However, the values and teachings he embodied appear to be increasingly disconnected from the younger generation. This study aims to assess whether the memory of JP2 today functions as an internalised heritage among young adults in Poland (aged 29–35) or whether it serves primarily as a symbolic point of reference. Drawing on Marianne Hirsch’s concept of post-memory, the study conducted a representative survey (n = 500) of young adults in Poland. The study constructed an empirical post-memory indicator of JP2’s heritage, incorporating information on the pope and own religiosity. Findings show that the memory of JP2 is primarily transmitted through family, school and traditional media. Other institutional and non-institutional channels of communication play a lesser role. JP2’s legacy exists as a form of cultural memory present within social structures, but it is becoming less and less relevant to the personal identity of young people. This study demonstrates the applicability of Hirsch’s concept of post-memory to quantitative analysis of religious heritage in a post-confessional context. Full article

Real-world systems frequently exhibit hierarchical multipartite graph structures, yet existing graph neural network (GNN) approaches lack systematic frameworks for hyperparameter optimization in heterogeneous multi-level architectures, limiting their practical applicability. This study proposes a Bayesian optimization framework specifically designed for heterogeneous GNNs operating on three-level graph structures, addressing the computational challenges of configuring partition-aware architecture. Four GNN architectures—Graph Convolutional Networks (GCNs), Graph Attention Networks (GATs), Graph Isomorphism Networks (GINs), and GraphSAGE—were systematically evaluated using Gaussian Process-based Bayesian hyperparameter optimization with inter-partition message-passing mechanisms. The framework was validated on the TIMSS 2023 dataset (10,000 students, 789 schools, 25 countries), demonstrating that Bayesian-optimized GraphSAGE achieved the highest explained variance (R² = 0.6187, RMSE = 71.73, MAE = 64.32) compared to seven baseline methods. Bayesian optimization substantially improved model performance, revealing that two-layer architectures optimally capture cross-partition dependencies in three-level structures. GNNExplainer was used to identify the most influential student-level features learned by the model, providing explanatory insight into how the model represents individual characteristics. The optimization framework is broadly applicable to other heterogeneous and multi-level graph settings; however, the empirical findings, such as the optimal architecture depth, are specific to hierarchical graphs with structural properties like the TIMSS topology. Full article

South Africa, like many other emerging economies, has witnessed a growing awareness of climate change in recent years, driven by school-based initiatives, media coverage, and non-governmental campaigns. However, evidence indicates that this awareness does not consistently translate into green purchasing behaviour. Drawing on quantitative data collected from 384 respondents residing in urban and semi-urban areas of the Eastern Cape Province, this study examines the impact of consumer attention to green communication, green attitudes, and awareness of climate change on green purchasing behaviour after controlling for demographic variable effects (gender, age, education and income level). Primary data were obtained through a survey and statistically analysed using SMART-PLS 4 software. The results of the structural equation modelling reveal that consumer attention and green attitude significantly influence green purchasing behaviour, consistent with the Theory of Planned Behaviour. In contrast, awareness of climate change exhibits a non-significant negative effect on green purchase behaviour, an outcome that diverges from existing empirical evidence, which generally reports positive associations between these variables in other emerging economies. This finding suggests that in contexts where poverty and income inequality persist, increasing awareness of climate change may paradoxically correspond with a reduction in green purchasing. The study recommends implementing strategies to enhance access to eco-friendly products and reduce their cost, thereby improving affordability in resource-constrained nations. Full article

Background/Objectives: Emotional intelligence can be understood as the ability to perceive, understand and manage one’s own emotions and those of others, promoting personal and social well-being. In the school context, Physical Education is an ideal setting for developing these skills. The aim of this systematic review was to identify and analyse programmes that integrate emotional intelligence into Physical Education in primary education. Methods: To this end, a systematic review was carried out, based on the PRISMA method, in the Web of Science, ERIC and PsycInfo databases, analysing scientific literature related to Physical Education and Emotional Intelligence. Likewise, the PICO strategy was used to develop the inclusion and exclusion criteria, resulting in the selection of 11 articles. Results: The results showed that well-planned pedagogical models and active methodologies enable the development of skills such as self-esteem, empathy, emotional self-regulation and motivation. Similarly, integrated approaches that purposefully combine movement and emotion produced more positive and lasting effects than traditional interventions focusing solely on physical aspects. Conclusions: The main conclusion is that pedagogical models in Physical Education can promote the development of emotional variables such as empathy, self-regulation, self-confidence, and motivation in primary school students. These findings highlight the need for further research in this area and for the promotion of structured educational programmes that intentionally incorporate emotional work into Physical Education from the early stages of schooling. Full article

This study investigates the effects of a structured motor intervention program on the development of lower limb strength in junior athletes practicing Greco-Roman wrestling. Recognizing the crucial role of explosive strength in performing technical and decisive actions during combat, the research introduces a progressive, applied training protocol tailored to the neuromotor development of children aged 10 to 12 years (control group: M = 11.14, SD = 1.10; experimental group: M = 11.07, SD = 0.83). Conducted over 17 months, the study involved two groups of 14 registered wrestlers each from School Sports Club No. 5 in Bucharest. The experimental group participated in a complementary motor training program emphasizing plyometric drills, bodyweight strength exercises, and wrestling-specific movements, while the control group continued with the standard training routine. The intervention’s impact was evaluated using the OptoJump Next system, a biomechanical analysis tool measuring key indicators of explosive strength—jump height, ground contact time, flight time, and reactive strength index (RSI)—through the single-leg counter-movement jump (CMJ) test. Comparative analysis of pre- and post-intervention results showed significant improvements in neuromotor performance among athletes in the experimental group, confirming the effectiveness of the proposed methodology. This research thus provides a reproducible, evidence-based intervention model with direct applicability in optimizing the training of young Greco-Roman wrestlers. Full article

Improving the social environment conducive to learning in schools is a critical challenge globally and within the Swedish context, as education systems face persistent issues like a lack of classroom safety and a concurrent crisis in teacher well-being and professional leadership. Therefore, various intervention frameworks are implemented to address the issue. This study investigated how two Swedish compulsory schools implemented the Positive Behaviour Supports (PBS) framework. By combining classroom observations and teacher interviews, the research addresses a gap in existing research that often provides an incomplete view of actual practices. The results, based on observations and interviews with 14 staff members, confirmed that PBS successfully creates a calm and predictable school climate. Teachers consistently maintained a calm demeanour and used clear lesson structures, along with positive feedback. However, the study also revealed a significant gap between the intended proactive nature of PBS and the observed reactive behaviours of teachers. While the framework fostered a shared, collaborative approach among staff, it was inconsistently applied when it came to proactive strategies, such as explicitly teaching social and life skills. The results suggest that future professional development should focus on helping teachers shift from a reactive to a more consistently proactive and positive model of behavioural support. Full article

This study examined the longitudinal relationships among students’ hope, school-related psychosocial perceptions (i.e., academic self-concept, self-efficacy, academic motivation, and goal valuation), and academic achievement across time via a series of surveys and structural equation models. The study’s sample consisted of 531 ninth grade students from a public high school in a Western state. The study had two primary goals. The first was to examine how students’ hope and school-related psychosocial perceptions predicted their subsequent academic achievement over the course of an academic school year. The second was to explore whether school-related psychosocial perceptions accounted for the positive relationship between students’ hope and their academic achievement that several previous studies have reported. This study had two primary findings. First, both students’ hope and school-related psychosocial perceptions predicted their subsequent academic achievement, with each variable having around a medium effect size. Second, although students’ hope indirectly predicted their subsequent academic achievement via their school-related psychosocial perceptions, academic self-concept and academic motivation were found to be the two most meaningful contributors. Full article

This study examined the psychometric properties of the Pre-Literacy Test, developed to measure the literacy readiness skills of children who have completed preschool education. Using a quantitative, multistage design, the study was conducted with a total of 5966 children aged 6–7 who were about to enter elementary school in the 2024–2025 academic year (N₁ = 1911; N₂ = 1644; N₃ = 2411). Exploratory Factor Analysis revealed a three-factor structure—Reading Skills, Writing Skills (Dictation), and Writing Skills (Copying)—which explained 82.38% of the total variance. Confirmatory Factor Analysis demonstrated that this structure showed an acceptable model fit (CFI = 0.997, TLI = 0.997, SRMR = 0.030, RMSEA = 0.111). The internal consistency coefficients (α = 0.891–0.962; ω = 0.912–0.983) and convergent validity values (AVE = 0.867–0.949) of the PLT were found to be high. Discriminant validity was confirmed according to the Fornell–Larcker criterion, and measurement invariance across gender was supported through Multigroup Confirmatory Factor Analysis. Item analyses indicated that most test items were of moderate difficulty (mean difficulty = 0.409) and high discrimination (mean discrimination = 0.516). In conclusion, the PLT was determined to be a psychometrically robust, valid, and reliable instrument for assessing basic literacy skills prior to elementary school entry. These findings suggest that the test can be confidently used in early literacy research and school readiness assessments. Full article

Background: Adolescence is marked by heightened reward sensitivity and incomplete maturation of cognitive control, creating conditions that favor engagement in risky behaviors. Traditional self-report methods often overlook the fast, automatic processes—such as attentional biases, approach–avoidance tendencies, and associative schemas—that shape adolescent decision-making in real time. Aims: This Perspective aims to synthesize recent (2018–2025) advances in the study of implicit measures relevant to adolescent risk behaviors, evaluate their predictive value beyond explicit measures, and identify translational pathways for prevention and early intervention. Methods: A narrative synthesis was conducted, integrating evidence from eye-tracking, drift-diffusion modeling, approach–avoidance tasks, single-category implicit association tests, ecological momentary assessment (EMA), and passive digital phenotyping. Emphasis was placed on multi-method phenotyping pipelines and on studies validating these tools in adolescent populations. Results: Implicit indices demonstrated incremental predictive validity for risky behaviors such as substance use, hazardous driving, and problematic digital engagement, outperforming self-reports in detecting context-dependent and state-specific risk patterns. Integrative protocols combining laboratory-based measures with EMA and passive sensing captured the influence of peer presence, affective state, and opportunity structures on decision-making. Mobile-based interventions, including approach bias modification and attention bias training, proved feasible, scalable, and sensitive to change in implicit outcomes. Acoustic biomarkers further enhanced low-burden state monitoring. Conclusions: Implicit measures provide a mechanistic, intervention-sensitive complement to explicit screening, enabling targeted, context-aware prevention strategies in adolescents. Future priorities include multi-site validations, school-based implementation trials, and the use of implicit parameter change as a primary endpoint in prevention research. Full article

Background: This study examines how the Yörük community in Türkiye balances the preservation of traditional childrearing practices with modernization and compulsory schooling. Context: The Yörüks, a historically nomadic Turkic people, possess a distinct cultural identity that centres around oral knowledge transmission, family-based education, and pastoral living. Methods: A qualitative phenomenological approach was used. Data Collection: In-depth semi-structured interviews were conducted with 11 Yörük participants selected through purposive sampling. Results: Four core themes were identified: Yörük culture, expectations of children, childrearing practices, and perceptions of schooling. Tensions emerge between traditional responsibilities, gender roles, and modern schooling structures. Conclusions: The study shows that cultural dissonance with the national education system contributes to educational exclusion and identity tension among Yörük children. Theoretical Implications: This study challenges dominant educational paradigms that overlook minority epistemologies and underscores the need to incorporate pastoralist worldviews into inclusive education theory. Practical Implications: It calls for flexible, culturally responsive policies, such as mobile or seasonal schooling and culturally inclusive curricula. Research Implications: Future studies could focus on the longitudinal impacts of modernization on the educational outcomes of pastoral communities or conduct comparative studies with other nomadic groups. Full article

While research has established the importance of Self-Regulated Learning (SRL) strategies for student achievement, their effective instruction in classrooms is often lacking. This study adopted a novel methodology that focused on Australian students’ perspectives of their teachers’ promotion of SRL strategies. Eight secondary school teachers completed a professional learning programme aimed at promoting SRL during regular classroom instruction and submitted a video excerpt of their instruction. These videos were used as stimuli for semi-structured stimulated recall interviews conducted with 25 students. Students were asked to describe their teachers’ SRL strategy instruction in terms of ‘What, When, Why and How?’. Associations between instances where students provided a clear description of the purpose and possibilities for transfer of SRL strategies and their teachers’ actions, manner of promotion and choice of strategy type were explored. Results indicate that SRL instruction was most noticed by students when it consisted of naming the strategy, providing a clear process to be followed to apply the strategy, and was accompanied by teachers’ explanations about how and why the strategy improves learning, combined with prompts to encourage students to provide examples of transfer. The implications of these results for how teachers can best promote SRL in the classroom are discussed. Full article

Despite global progress toward gender parity in education, Ghanaian girls continue to face systemic barriers rooted in entrenched parental gender norms. This paper explores how parental gender norm beliefs and attitudes perpetuate disparities among school-aged, particularly disadvantaging girls in access to and retention in education. Using a desk review methodology, we analyzed peer-reviewed social science and development literature, legal documents, and international reports from organizations such as the United Nations and the World Bank to explore the structural and cultural dynamics affecting girls’ education in Ghana. Anchored in Social Impact Theory, Parental Ethnotheories, and Expectation States Theory, the study provides a multi-theoretical lens to understand how gender norms, cultural expectations, and parental beliefs converge to influence educational outcomes for girls. Analysis of sociocultural norms, economic trade-offs, and safety concerns reveals how parents—often guided by love and pragmatism—prioritize sons’ education while withdrawing daughters for caregiving, early marriages, or income-generating labor. The study highlights three critical dimensions: (1) the economic reasoning behind gendered investments in children’s schooling, (2) sociocultural gender norms limiting girls’ retention in school, and (3) the transformative potential of educated women as community leaders challenging these patterns. Evidence shows that educating girls yields broad benefits, from improved health outcomes to economic growth, yet systemic inequities remain. Findings underscore the need for interventions to move beyond school access to address the familial and cultural ecosystems shaping parental decisions. By disrupting entrenched gender norms, Ghana can advance SDGs 4 and 5 and promote long-term societal change. Full article

Artificial Intelligence (AI) is increasingly framed as a driver of economic transformation, yet its capacity to alleviate poverty in the Global South remains contested. This article introduces the notion of AI Economics—the political economy of value creation, extraction, and redistribution in AI systems—to interrogate h ow innovation agendas intersect with structural inequalities. This article examines how Social Innovation (SI) systems, when coupled with decentralized Web3 technologies such as blockchain, Decentralized Autonomous Organizations (DAOs), and data cooperatives, may challenge data monopolies, redistribute economic gains, and support inclusive development. Drawing on Action Research (AR) conducted during the AI4SI International Summer School in Donostia-San Sebastián, this article compares two contrasting ecosystems: (i) the Established AI4SI Ecosystem, marked by centralized governance and uneven benefits, and (ii) the Decentralized Web3 Emerging Ecosystem, which promotes community-driven innovation, data sovereignty, and alternative economic models. Findings underscore AI’s dual economic role: while it can expand digital justice, service provision, and empowerment, it also risks reinforcing dependency and inequality where infrastructures and governance remain weak. This article concludes that embedding AI Economics in context-sensitive, decentralized social innovation systems—aligned with ethical governance and the SDGs—is essential for realizing AI’s promise of poverty alleviation in the Global South. Full article