Search Results (301)

Eye tracking (ET) provides process-level indices of how students sample task-relevant information during core academic activities. In school-age learners (6–18 years) with specific learning disorders (SLDs; dyslexia, dysgraphia, and dyscalculia), ET can complement behavioural assessment by quantifying oculomotor patterns linked to decoding, model–production coordination, and stepwise strategy execution. This narrative review synthesises ET findings in SLD across reading, handwriting/copying, and arithmetic and translates them into an applied framework for school-oriented use. We summarise key metrics and Areas of Interest (AOI)-based analyses, highlight technical and data-quality requirements for valid acquisition in educational settings, and outline compact functional assessment protocols integrated with standard academic and neuropsychological measures. Building on these foundations, we propose six hypothesis-driven gaze-contingent paradigms (H1–H6) as preliminary models for future experimental testing rather than as established interventions, and we map each to its current level of empirical support, specifying primary gaze outcomes and curriculum-relevant behavioural endpoints. We emphasise that eye-movement findings in specific learning disorders are heterogeneous and may vary as a function of age, task demands, and comorbidity. Accordingly, credible training effects require retention and transfer probes under standard, non-contingent display conditions, appropriate controls, and explicit developmental interpretation. Eye tracking is positioned as complementary functional evidence and as a platform for experimentally testable, mechanism-based interventions in school-age specific learning disorders. Full article

Background/Objectives: Physical activity behaviours are established early in life and tend to track across developmental stages. However, the role of continuity of sport participation across multiple developmental periods in shaping current physical activity levels remains insufficiently understood. This study aimed to examine the association between continuity of sport participation across developmental stages and current physical activity levels in university students, and to assess whether this association followed a graded pattern and differed by sex. Methods: A cross-sectional study was conducted among 796 fourth-year undergraduate students enrolled in a Primary School Education degree program at the University of Turin. Data were collected using an anonymous online survey. Current physical activity was assessed using the International Physical Activity Questionnaire—Short Form (IPAQ-SF) and categorised as non-active, sufficiently active, or active. Sport participation across six developmental stages was retrospectively assessed and summarised into a three-level continuity variable (discontinuous, intermediate, continuous). Associations were examined using chi-square tests and ordinal logistic regression models adjusted for sex, age, and body mass index (BMI). Predicted probabilities were estimated to aid interpretation. Results: Continuity of sport participation was significantly associated with current physical activity levels (χ²(6) = 67.55, p < 0.001), with a graded pattern evident. In adjusted models, discontinuous participation (OR = 0.24, 95% CI 0.14–0.39) and intermediate participation (OR = 0.62, 95% CI 0.46–0.82) were associated with lower odds of belonging to higher physical activity categories than continuous participation. Predicted probabilities showed a clear dose–response pattern, with progressively higher likelihoods of being active as continuity increased. This pattern was consistent across sexes, although males exhibited higher overall activity levels. Conclusions: Greater continuity of sport participation across developmental stages is associated with higher current physical activity levels. Promoting sustained engagement in sport may support the development of active lifestyles across the lifespan. Full article

Many business schools have set strategic objectives to integrate sustainability in their curricula; however, there is limited evidence of effective curriculum change initiatives, including organizational change approaches that could inform effective strategy design and implementation. This paper examines how a business school sought to embed sustainability content in undergraduate business education, and how it navigated contested understandings of sustainability and multiple orientations to teaching sustainability, including ESG, Corporate Social Responsibility (CSR), Sustainable Development Goals (SDGs), Social-ecological Systems, and Social Innovation. Using qualitative documentary curriculum data, a curriculum mapping methodology is presented to quantitatively assess year-on-year changes in sustainability content at curriculum, discipline, and orientation levels. Findings show that sustainability integration increased over the period studied, albeit unevenly across the curriculum, with integration driven by educators of various instructor types and sustainability orientations. The discussion highlights factors that likely supported progress, including the School’s approach to change and the strategy’s explicit recognition of multiple sustainability orientations. The study presents a practical methodology that senior managers seeking to integrate sustainability in higher education can use to track curriculum change progress, drivers, and orientations. It also offers guidance on how to advance sustainability integration in organizational contexts characterized by different sustainability orientations. Full article

Grounded in the assessment ecology framework, we examine how assessment components (school assessment policies, teacher assessment practices and training) are linked to the reading achievements of 151,969 students from 19 countries. Analyses of the 2018 PISA survey and test data yielded these results. Schools that posted assessment results for accountability, or teachers who often clarified learning goals, tracked student progress or accordingly adapted their teaching had students with higher reading scores. By contrast, schools mostly using assessment data to evaluate, teachers trained in reading comprehension assessment, or giving more feedback had students with lower reading scores. Students in richer countries or with better relationships with their teachers had higher reading scores. These findings show the complexity and interactions within assessment ecologies that shape learning outcomes. Full article

Falls are a leading cause of paediatric injuries, yet school-based prevention relies heavily on subjective observation rather than objective biomechanical assessment. This paper introduces the Safe Fall framework, integrating a judo-inspired educational programme with an occlusion-robust computer vision pipeline to quantify safe falling strategies. We analysed video recordings of 285 schoolchildren using a multi-stage architecture combining YOLOv8 for detection, SAM 2 for segmentation, and MMPose for skeletal tracking. The intervention yielded significant improvements in 60% of kinematic metrics ($p<0.05$), most notably a $+61.4\%$ increase in descent rate and expanded rolling ranges, indicating a shift from hazardous “freezing” behaviours to controlled energy dissipation. Unsupervised clustering confirmed a migration of students towards safe motor profiles, while a Random Forest classifier achieved an accuracy of 98.3% and an AUC of 0.998 in distinguishing fall quality. These findings demonstrate that integrating pedagogical training with automated vision modelling provides a scalable and evidence-based approach for reducing injury risk in real-world school environments. Full article

Image communication represents a fundamental domain of human experience that intersects cognitive neuroscience, educational psychology, and visual communication theory. The increasing digitalization of contemporary society has amplified the importance of visual literacy, defined as the ability to interpret, use, and create visual media. While neuroscientific research highlights the brain’s proficiency in processing visual information, significant gaps remain in understanding the underlying psychological mechanisms and their practical applications in educational contexts. This study proposes a multidisciplinary research design to systematically analyze these psychological dimensions. The research will integrate cognitive, perceptual, and pedagogical perspectives to understand how visual representations influence learning. The methodological design includes a multi-method approach combining experimental analysis, ethnographic observation, and psychometric evaluation on a stratified sample of 240 participants (aged 16–25) divided into three groups: high school students (n = 80), university students (n = 80), and young professionals (n = 80). The proposed methodology will utilize eye-tracking to analyze visual perception patterns, integrated with semantic differential methods to evaluate cognitive and affective associations with visual imagery. The expected results should clarify how the effectiveness of image communication depends on the coherence between technical and semantic aspects of visual imagery. The research aims to contribute to the theoretical framework of educational neuroscience, offering empirical evidence for optimizing teaching strategies based on multimodal visual communication. Full article

The level and development of cognitive ability are associated with parental socioeconomic status (SES). Some of these cognitive differences are presumably due to individual differences in genetic predispositions, but the potential mechanisms and influencing factors are still relatively unclear. Previous research has identified factors that show a relation with both cognitive abilities and SES (e.g., parental cognitive ability, home environment, and polygenic scores). Regarding these factors, we analysed three age cohorts (N = 6715; 5, 11, and 17 years old) at a 6-year interval using multiple regressions and decomposition analyses. Firstly, results indicated that cognitive differences linked to SES emerged particularly between the ages of 5 and 11. A substantial part of the SES effect was associated with parental cognitive ability. Secondly, particularly in the oldest cohort, the polygenic score for cognitive ability was related to the SES-associated change in cognitive ability. Finally, in several analyses, the influence of SES on cognitive ability was no longer significant after considering the attendance of the academic track in secondary school. This pattern could indicate that SES-associated differences in secondary school recommendations shown in previous studies may also be associated with SES-related differences in cognitive ability, which should be investigated in future studies. Full article

Visualising data is a key analytical and communicative tool, particularly for complex phenomena such as school dropout. This article examines how national and international educational bodies (e.g., UNESCO, the EU and the Italian Ministry of Education) depict dropout, highlighting issues stemming from non-standard definitions, heterogeneous indicators and incomplete data. These limitations reduce the effectiveness of such representations, which often fail to capture the phenomenon’s dynamic nature or guide timely interventions. The article stresses the need to improve data accessibility through clearer communication and to adopt longitudinal approaches enabling more accurate tracking of educational trajectories, thereby supporting more effective educational policies. Full article

The rapid advancement of digital and mobile technologies has reshaped the educational landscape, fostering the adoption of interactive and learner-centered methodologies. Among these, immersive technologies such as Augmented Reality (AR), when coupled with next-generation wireless communication systems, hold the potential to revolutionize knowledge acquisition and student engagement. In this paper, we present the design and development of an AR-based educational tool specifically oriented to teaching concepts of fifth-generation (5G) mobile networks. The tool provides a real-time interactive visualization of 3D network components on mobile devices, enabling learners to explore 5G NSA/SA architectures in an accessible manner with real-world environments through mobile devices and their integrated cameras. The application was developed using Blender for 3D modeling and Unity as the rendering engine, incorporating the Vuforia SDK for marker-based AR tracking, and it was deployed on the Android operating system. Unlike traditional static approaches, the proposed solution enables learners to explore complex network architectures and key functionalities of 5G in an interactive and accessible manner. To assess its perceived effectiveness, quantitative surveys were conducted with both university and high school students, focusing on usability, engagement, and perceived learning outcomes. Results indicate that the tool is user-friendly, enhances motivation, and supports conceptual understanding as perceived by participants of 5G technologies. These findings highlight the potential of AR, supported by advanced wireless networks, as a pedagogical strategy to improve STEM education and foster technological literacy in the era of digital transformation. Full article

Youth-led STEM programming depends on skilled adult facilitators who can support authentic teen leadership, yet professional learning for developing these specialized skills remains understudied. Through three cycles of design-based research, we iteratively developed and studied a professional development model that trained informal educators from museums, libraries, afterschool programs, and schools to launch Teen Science Café programs—a youth-led model where teens organize STEM events. Analysis of data from trainer reflections, trainee interviews, trainee surveys, and implementation tracking across three iterative design cycles revealed six interconnected principles essential for effective professional development: focusing on a committed adult leader; personalized training characterized by mutual respect; learning by doing; establishing accountability that builds momentum; enabling learning from peers and near-peers; and recognizing success to nurture professional pride. Implementing these principles to prepare educators to center youth voice requires substantial, coordinated investment across stakeholders—commensurate with the complexity of developing youth agency and STEM identity in informal settings. From our findings, we contrast this approach with the “efficiency trap,” in which scaled training without sustained support wastes resources when many educators are trained but youth-centered programs fail to materialize. Full article

Transparent orthographies, such as Bulgarian and Italian, feature highly consistent grapheme-phoneme correspondences, enabling rapid acquisition of decoding skills. Despite belonging to different language families and using distinct scripts (i.e., Cyrillic vs. Latin), these languages provide an ideal framework to investigate whether orthographic transparency can outweigh script differences in shaping reading development. We conducted a cross-sectional study with primary school children from Grades 2 to 5 in Bulgaria and Italy. Reading performance was recorded using a novel finger-tracking technique, which allows the capture of temporal dynamics of reading in a portable, low-cost, and classroom-friendly format. Measures of reading time and text comprehension accuracy were compared across grades and languages. Developmental trajectories for both speed and comprehension accuracy showed remarkable similarity across Bulgarian and Italian, with both languages exhibiting steady improvement from grade 2 to grade 5. Our cross-linguistic results showed that reading development in primary school children follows both universal and language-specific trajectories. While broad developmental trajectories were similar, cross-linguistic differences emerged in the impact of morphological complexity, pointing to both universal and language-specific mechanisms. Our findings indicate that orthographic transparency may exert a stronger influence on early reading development than script type, even across languages from different families. The study also highlights the potential of finger-tracking for large-scale literacy research. Establishing comparable developmental benchmarks in transparent orthographies may inform cross-linguistic screening tools and early interventions. Full article

Preterm birth interrupts critical phases of lung development and is associated with long-term alterations in respiratory structure and function. While bronchopulmonary dysplasia (BPD) has traditionally been considered the principal determinant of adverse outcomes, accumulating evidence indicates that prematurity per se contributes substantially to persistent pulmonary impairment. Lung function trajectories in preterm-born children frequently track along lower percentiles from infancy into adolescence and early adulthood, with limited catch-up growth and increased vulnerability to chronic airflow limitation. Assessment of lung function requires a developmentally tailored approach, as feasibility and interpretability vary across age groups. In infancy, non-volitional techniques such as tidal breathing flow-volume loop analysis and raised-volume rapid thoracoabdominal compression allow early evaluation of respiratory mechanics. During toddlerhood, methodological limitations persist, although emerging technologies may expand feasibility. In preschool children, impulse oscillometry enables detection of small airway dysfunction, often preceding spirometric abnormalities. From school age onward, spirometry, body plethysmography, diffusing capacity, and multiple breath washout provide complementary information on obstructive, restrictive, and gas-exchange impairments. Longitudinal studies demonstrate that reduced lung function is not confined to children with BPD and may predispose to early-onset chronic obstructive pulmonary disease-like phenotypes. Early identification of abnormal trajectories and modifiable risk factors supports structured long-term follow-up and preventive strategies. Standardization of age-specific assessment protocols and harmonization of reference values are essential to improve risk stratification and optimize long-term respiratory outcomes in this vulnerable population. Full article

Statistical inference in experimental neuroscience is routinely detached from the experimental record: analytic choices are reported in prose summaries that do not expose the code, assumptions, or decision pathways that produced the results. This detachment limits reproducibility and impairs peer review. Here, we describe the Companion Statistical Report (CSR), a structured, versioned document format designed to accompany empirical neuroscience manuscripts as peer-reviewed as a peer-reviewed resource. The CSR integrates data provenance, preprocessing decisions, exploratory analyses, model specifications, assumption diagnostics, inference with effect sizes, and sensitivity analyses into a single executable document, authored in Quarto 1.8 and supporting both R and Python workflows. We provide an open template hosted at on GitHub that implements this format with institutional branding, parameterization, and version tracking. The template was developed by the Bertrand Russell Research Excellence Group (NEC) at the School of Medicine, Rio de Janeiro State University. By making analytic choices auditable and reproducible by design, CSRs are designed to reduce the gap between what neuroscience experiments measure and what published statistics claim, offering a tractable and immediately implementable step toward greater transparency. Full article

With the rapid development in data mining and learning analytics, integrating predictive analytics into educational data has become increasingly critical for supporting students’ learning trajectories. In many schooling systems, the academic tracks (such as Liberal Arts or Science) and the performance of junior high school students can substantially shape their subsequent university pathways and career planning. Despite the long-term impact of these decisions, academic track selections and the evaluation of students’ potential are often made without systematic and evidence-based guidance. Predictive computer applications can assist, but the training of accurate models and the selection of adequate features remain key challenges. This paper details our process of engineering such an application comprising two tasks based on 1357 real-world junior high school academic performance records. The first task applies a classification approach to predict students’ academic track orientation, while the second task employs a multi-output regression model to forecast students’ future academic performance in senior high school. Our approach shows that the stacking ensemble model achieved a classification accuracy of 85.76%, whereas the Bi-LSTM model with multi-head attention attained an overall R² exceeding 82% in performance forecasting; both models demonstrated strong and reliable predictive capability. Moreover, the proposed approach provides inherent interpretability by decomposing predictions at the subject level. Feature importance analysis reveals how different academic subjects contribute variably to both academic track decisions and future academic performance, offering actionable insights for academic counselling and future study planning. By bridging predictive modelling with students’ educational and career planning needs, this study advances the practical application of educational data mining and provides support for evidence-based academic guidance and future career choices in real-world contexts. Full article

Students attending tracks in mainstream schools with low achievement levels, special needs classes in mainstream schools, or classes in special needs schools, and/or with migration backgrounds are disadvantaged in the school-to-work transition. Their chances of finding an apprenticeship and the level of their person–job fit are lowered. Migration background was differentiated into four clusters characterized by the dimensions high/low warmth and high/low competence according to the Stereotype Content Model. Teacher support can potentially have remedial effects. Data was collected using student questionnaires and student achievement tests. Stepwise multilevel regression analyses using a sample of 1388 ninth graders in Switzerland showed that for students attending classes with low achievement levels and with migration backgrounds, the chances for a direct transition to VET and to establish a high person–job fit are reduced. Further, teacher support can improve the chances in the labor market for those students whose nationality is stereotyped as warm. Teacher support can also improve the person–job fit for students of nationalities stereotyped as warm and competent. Therefore, teacher support can reduce disadvantages in the school-to-work transition only for students whose nationalities are stereotyped as warm. Full article