Search Results (2,149)

Computational thinking is increasingly regarded as an important component of digital education in primary school. Educational robotics is often discussed as a promising way to introduce computational thinking and promote problem-solving skills, which are key for the future, in early learning settings. However, empirical evidence on the extent to which computational thinking can be systematically fostered in Grade 1 students through short robotics-based instructional units remains limited. This study therefore investigates whether the computational thinking of first graders can be supported through an educational robotics intervention using the intelino Smart Train. A quasi-experimental pre-test/post-test design with an intervention group and a control group was employed. Students completed TechCheck-1 at two measurement points (before and after the intervention) to assess their basic computational thinking skills. The intervention group participated in a six-unit instructional intervention in which they controlled the intelino Smart Train through colour-coded commands. The findings indicate that the participating children already showed comparatively high computational thinking skills at the beginning of the intervention. No significant gender differences were found, and the intervention group did not demonstrate a significant advantage over the control group, which may also be related to ceiling effects. However, both groups showed learning gains across the measurement period. The results suggest that computational thinking can already be meaningfully addressed in Grade 1, but its systematic promotion may require longer-term curricular integration rather than a single short, isolated intervention. Full article

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: Bullying victimization is a significant threat to adolescents’ psychological well-being and academic functioning. However, most prior research has relied on variable-centered approaches that may obscure meaningful heterogeneity in students’ victimization experiences. The present study aimed to identify latent subtypes of bullying victimization among adolescents in Saudi Arabia using nationally representative PISA 2022 data and to examine whether the structure and prevalence of these subtypes differed across gender. Methods: Data were drawn from the Saudi Arabian sample of the Programme for International Student Assessment (PISA) 2022 and included 6709 adolescents. Bullying victimization was assessed using 11 categorical indicators representing different forms of victimization. Weighted descriptive analyses were first conducted to estimate the prevalence of specific bullying behaviors. Multigroup latent class analysis (LCA) was then applied separately across gender to identify victimization profiles and evaluate measurement and structural invariance. Sequential invariance testing was used to determine whether the latent classes had equivalent meaning and prevalence across males and females. This study involved secondary analysis of an existing large-scale educational dataset and did not require trial registration. Results: Weighted descriptive estimates showed that the prevalence of specific bullying victimization experiences ranged from 7.5% to 24.3%, with boys reporting greater exposure than girls on most overt and coercive forms. Class enumeration supported a parsimonious three-class solution for both genders, reflecting low, moderate, and high victimization severity. Approximately 71–79% of students were classified in the low-risk group, 14–18% in the moderate-risk group, and 3–14% in the high-risk group. Measurement invariance testing supported full invariance of item-response probabilities across gender, indicating that the latent classes represented substantively comparable victimization patterns for males and females. In contrast, structural invariance was not supported, as males were more likely to belong to the high-victimization class, whereas females were more likely to be classified in the low-risk group. Conclusions: The findings indicate that gender differences in bullying victimization are attributable to differences in the level of exposure rather than differences in the underlying structure of victimization experiences. Bullying victimization appears to be concentrated within a relatively small but highly vulnerable subgroup of adolescents. These results support the importance of universal school-based anti-bullying policies and prevention initiatives, while also highlighting the need for targeted psychosocial support and protective interventions for students experiencing chronic or multiple forms of victimization. Full article

Background: Communication, language, and speech disorders are highly prevalent in children with cerebral palsy (CP) and substantially impact social, educational, and community participation. However, few studies have systematically characterized communicative and linguistic profiles using standardized assessments. This paper outlines the work of the ‘Italian CP & Language Network’ over the last two years, focusing on identifying research priorities, developing specialized assessment protocols, and proposing a shared classification system for speech and language disorders in children with CP. Methods: A survey was sent to 11 specialized centers to investigate clinical practices and assessment tools. Based on the results and an extensive literature review, the group developed three age- and complexity-based diagnostic protocols and a shared classification system. Results: The survey highlighted high variability in test selection, especially for speech and pragmatic assessment, and a significant need for ad hoc tools for augmentative and alternative communication (AAC). Three standardized protocols were defined: (1) early language (<48 months), (2) school-age language and pragmatics (4–12 years), and (3) minimally verbal children (6–12 years). A multi-level classification system for language and speech disorders was proposed to improve diagnostic consistency. Conclusions: Standardizing assessment is a critical step toward early identification of communicative vulnerabilities to guide tailored interventions and promote participation and quality of life across developmental stages. The group provides a framework for prospective multicenter data collection to correlate linguistic and speech phenotypes with neuroradiological features and motor outcomes. Full article

Background: Families caring for children with medical complexity (CMC) face sustained psychosocial demands that may impair health-related quality of life (HRQoL) and mental health. A clear map of how these outcomes are assessed and which factors shape them is needed to guide family-centered care. Methods: We conducted a scoping review following the Joanna Briggs Institute guidelines, and reports were prepared according to the PRISMA guidelines. Searches were conducted in PubMed, CINAHL, and EMBASE (January 2011 to December 2023) to find studies reporting on health-related quality of life (HRQoL) and/or mental health outcomes (anxiety, depression, burden) of family members and/or caregivers of CMC, including operationalization based on complex chronic condition (CCC) classifications, technology dependency, or the Pediatric Medical Complexity Algorithm (PMCA). Two reviewers independently screened records and recorded data, and the findings were synthesized narratively and thematically. Results: Sixty-seven studies met the inclusion criteria and spanned cross-sectional, cohort, case–control, pre–post and qualitative designs across conditions such as epilepsy, congenital heart disease, cerebral palsy, technology dependence and cancer. Common measures were PedsQL™ Family Impact Module, SF-36/12, HADS, Beck inventories and Zarit burden scales. Across the included studies, caregivers, predominantly mothers, frequently reported poorer HRQoL and higher levels of anxiety, depressive symptoms, or burden than comparison groups when these were available. Six recurrent themes emerged: (1) gendered caregiving with disproportionate maternal burden; (2) socio-economic gradients and financing models shaping outcomes; (3) culture, religion and spirituality as coping resources; (4) family and social support buffering distress; (5) school participation and coordinated services potentially reducing burden; and (6) interdependence between caregiver and child outcomes. Conclusions: Heterogeneous CMC definitions, outcome measures, and study designs limited comparability across studies. The mapped evidence suggests that family HRQoL and mental health outcomes are shaped by interacting clinical, social, and contextual factors. These findings may inform more family-centered and equity-oriented approaches to care. Future research should harmonize CMC definitions, standardize outcome measures, and prospectively evaluate multicomponent interventions. Full article

Background: This study aimed to examine whether a physical education program based on the ecological dynamics approach, implemented through small-sided games (SSG), produces greater improvements in motor skills, daily physical activity levels, and perceived physical fitness in middle school students. Methods: Forty-eight students were assigned to an SSG group (ecological dynamics lessons including small-sided games, n = 26) or a Control group (traditional lessons based on teacher-centered instruction and analytical exercises, n = 22). The intervention lasted 12 weeks, with two sessions per week. Motor performance was assessed using the standing broad jump, 5-standing broad jump, 20 m sprint, 10 × 5 m shuttle run, 5-0-5 agility test, and sit-and-reach test. Daily physical activity was evaluated using the International Physical Activity Questionnaire—Short Form (IPAQ-SF), and perceived physical fitness was assessed using the Visual Analogue Fitness Perception Scale for Adolescents (FPVASA). Results: Significant group-by-time interactions were found in all motor tests. IPAQ-SF data revealed significant group-by-time interactions for vigorous and moderate physical activity. Perceived physical fitness showed significant group-by-time interactions for all items except flexibility. Conclusions: Physical education lessons structured according to the ecological dynamics approach and implemented through SSG-based protocols led to greater improvements than traditional methods. The dynamic and variable nature of SSG likely enhances neuromuscular stimulation, motor engagement, and motivation during physical education lessons. Full article

Background/Objectives: Schools may represent an ideal setting for increasing vaccine literacy and uptake. This quasi-experimental study took place between February and June 2025 with the aim of assessing the feasibility and effectiveness of a school-based educational intervention about vaccination among Italian adolescents. Methods: The European Commission’s e-Bug methodology was used to enhance vaccine knowledge in a sample of students attending four randomly chosen middle schools from Southern Italy. Pre and post-intervention vaccination knowledge was assessed through a questionnaire and compared through the Wilcoxon signed-rank test. Regression models were used to identify predictors of intervention-related outcomes. Results: A total of 262 students (mean age 12.3 ± 0.7 years, 52.3% female) participated in the study. A significant increase in vaccination knowledge score was registered from pre (5.6 ± 1.43) to post-intervention (6.79 ± 1.77). A significant improvement was found to be related to a lower number of cohabitants (OR = 0.61; 95% CI = 0.45–0.82), a lower score in the pre-test (OR = 0.60; 95% CI = 0.47–0.77), having considered the information provided completely clear (OR = 1.98; 95% CI = 1.05–3.74), and being willing to participate in similar future interventions (OR = 2.23; 95% CI = 1.12–4.42). Conclusions: These results show the effectiveness of school-based education strategies in increasing vaccine literacy within the targeted adolescent population. Similar interventions can be useful to increase compliance with vaccination in this age class. Randomized controlled studies are needed to confirm these findings. Full article

Objective: The aim was to evaluate the diagnostic accuracy and temporal reproducibility of multimodal large language models (LLMs) in the image-based diagnosis of oral mucosal lesions. Materials and Methods: The study included 100 anonymized clinical photographs of oral mucosal conditions obtained from the archive of the Department of Oral Medicine, School of Dental Medicine, University of Zagreb. Images were categorized into four subgroups: physiological variations, benign mucosal lesions, oral potentially malignant disorders, and oral cancer (25 images each). Three multimodal LLMs (ChatGPT-5.1 Plus, Gemini 3 Pro, and Perplexity Pro) analyzed each image using an identical prompt and were required to provide a single most probable diagnosis based solely on visual features. To evaluate temporal reproducibility, the entire evaluation was repeated in three independent testing cycles conducted at one-month intervals. Diagnostic accuracy was compared using chi-square tests, while intra-model agreement across cycles was assessed using Fleiss’ kappa. Results: Gemini demonstrated the highest diagnostic accuracy, reaching 78% correct responses in cycles 2 and 3, significantly outperforming ChatGPT (55–57%) and Perplexity (28–31%) (p < 0.00001). Subgroup analyses showed similar trends, with Gemini achieving the highest accuracy across most lesion categories. Intra-model agreement across cycles was moderate for ChatGPT (κ = 0.525), fair for Gemini (κ = 0.338) and Perplexity (κ = 0.409). Gemini also showed the highest proportion of responses that remained correct across all three cycles (51%). Conclusions: Multimodal LLMs demonstrate promising diagnostic capabilities in the image-based assessment of oral mucosal lesions; however, variability in reproducibility highlights the need for cautious clinical implementation and further validation. Full article

The research aimed to create a hybrid model for assessing the carbon footprint of pilots’ education at a flight school, taking into account the level of implementation of green infrastructure by the educational institution, while excluding indirect emissions from the model. The study implemented an approach that combines fuzzy set theory with expert evaluation methods, utilizing membership functions and convolution mechanisms to incorporate subjective expert assessments into formalized numerical measures. The research was focused on two research questions: Does the proposed hybrid model allow for a practical assessment of a pilot’s carbon footprint during his training? Does the hybrid model provide the ability to automatically determine the level of carbon footprint of an aviation educational institution and generate substantiated recommendations for the strategic management of sustainable development of the educational process? The resulting model enables a quantitative assessment of individual CO₂ emissions during pilot training and provides collective insights into the overall carbon footprint, accounting for the green infrastructure’s level of implementation. The hybrid model was tested and validated using real data from the Technical University of Košice (Slovakia) within the “PILOT” study program (2022–2025). The experimental calculations are based on the Viper SD4, a homogeneous aircraft type. The model is designed to account for multiple aircraft types through weighted aggregation, a feature that can be used in future institutional implementations. These recommendations are practical for managers and specialists at aviation educational institutions, environmental analysts, curriculum developers, and policymakers focused on sustainable development. At the current stage, the model primarily captures direct training-related and institution-level operational emissions, while indirect emissions were included only to a limited extent because of insufficiently available and non-systematically recorded data. Therefore, the proposed framework should be interpreted as an operational decision-support model rather than a full greenhouse gas inventory covering all indirect emission sources. Full article

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

Inclusive education (IE) aims to promote meaningful participation and a sense of belonging for all learners. However, limited research has examined how students with learning difficulties (LDs) experience inclusion in everyday school life. This study explored how primary school students with mild LDs perceive their participation, relationships with teachers and peers, and the role of inclusive classes (ICs) within mainstream Greek primary education. A qualitative design was adopted, and data were collected through semi-structured interviews with ten Grade 6 students receiving support through ICs. Transcripts were analyzed using thematic analysis. Findings indicated that participation was associated with perceived competence in academic tasks, with language-based activities frequently described as cognitively demanding and stressful. Belonging was predominantly felt through peer acceptance and supportive teacher practices rather than solely through classroom placement. The ICs were perceived as providing individualized support and emotional safety, although some ambivalence regarding withdrawal from the mainstream classroom was reported. Students stressed the need for flexible assessment and clearer instructional guidance to enhance fairness and participation. Overall, the findings show that inclusion is experienced as a dynamic interaction between academic accessibility, interpersonal relationships, and supportive learning environments. They also underline the importance of incorporating student voice into inclusive practice. Full article

Background/Objectives: Type 2 diabetes mellitus (T2DM) is a major public health challenge, and several lifestyle-related factors associated with later T2DM may already emerge during the secondary school years. Socioeconomic status (SES), nutrition-related behaviors, physical activity, and basic diabetes-related knowledge may shape these early risk-related patterns. This study examined the relationships between SES, adapted FINDRISC-based T2DM-related risk patterns, and diabetes-related knowledge among Hungarian secondary school students aged 16–20 years. Methods: A nationwide, cross-sectional questionnaire survey was conducted among students attending Hungarian Baptist secondary schools (N = 1585). SES was classified by Two-Step cluster analysis based on parental education, parental occupation, number of books in the household, and frequency of travel abroad. Relative T2DM-related risk patterns were described using an age-adapted FINDRISC-based screening approach, and basic diabetes-related knowledge was assessed using a 12-item questionnaire. Associations were examined using cross-tabulation and regression analyses in SPSS version 27.0. Results: Most respondents fell into the lower categories of the adapted FINDRISC-based screening framework, whereas 7.4% were classified into the moderate or high adapted FINDRISC-based screening categories. SES was significantly associated with adapted FINDRISC-based screening categories (p < 0.001). Compared with the medium-SES group, students in the low-SES group had higher odds of belonging to a higher adapted FINDRISC-based screening category (OR = 1.81; 95% CI: 1.27–2.57; p = 0.001). SES was also significantly associated with basic diabetes-related knowledge profiles (p = 0.015); students with high SES were less likely to be in the low-knowledge group than in the high-knowledge group (OR = 0.62; p = 0.039). Conclusions: Social inequalities in T2DM-related risk patterns and diabetes-related knowledge are already visible among secondary school students aged 16–20 years. The adapted FINDRISC-based approach may be useful as a school-based, non-invasive descriptive screening framework for characterizing relative T2DM-related risk patterns, but it is not a validated risk prediction instrument for this age group. Full article

Contemporary education increasingly emphasises transferable competencies that enable learners to analyse situations, evaluate information, and make responsible decisions. This study examined the effects of a structured educational intervention based on inquiry, problem-solving, and role-play activities on the development of decision-making competence in primary school students. A quasi-experimental pre-test–post-test design with a control group was employed. The initial sample consisted of 64 second-grade students, with final analyses conducted on 39 complete cases. Decision-making competence was assessed using a researcher-developed multidimensional scale encompassing six dimensions: identification of alternatives, justification of decisions, anticipation of consequences, autonomy, collaboration, and responsibility. The results indicated a significant improvement in decision-making competence from pre-test (M = 13.23, SD = 1.68) to post-test (M = 20.05, SD = 4.49), t(38) = 8.45, p < 0.001, d = 1.35. Additionally, analysis of covariance revealed a significant effect of group on post-test scores, F(1, 36) = 9.82, p = 0.003, ηp² = 0.21, with the experimental group demonstrating greater improvement than the control group. A 2 × 2 repeated-measures ANOVA further indicated that gains were more pronounced in the cognitive domain than in the socio-emotional domain. These findings suggest that structured classroom activities involving inquiry, problem-solving, and role-play can support primary school students’ ability to analyse situations, generate alternatives, and justify decisions, particularly within the cognitive dimensions of decision-making competence. At the same time, the more moderate gains observed in collaboration and responsibility highlight the need for sustained, interaction-based learning contexts to support the development of socio-emotional dimensions. 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

Background/Objectives: Parental school involvement (PSI) is an adaptive construct that is sensitive to developmental and contextual changes and refers to the active and sustained engagement of parents in school- and home-based activities that support children’s educational experiences. Perceived social support can strengthen PSI by reducing parenting stress, while PSI may, in turn, mediate the effects of all the above factors on children’s quality of life (QoL). This study examined the direct and indirect associations among perceived social support, parenting stress, PSI, and children’s QoL, adopting an integrative framework encompassing multiple psychosocial dimensions. Methods: The sample comprised 358 Portuguese parents who completed a sociodemographic questionnaire and validated measures assessing PSI, parenting stress, social support, and children’s QoL. Results: Preliminary analyses showed that all four variables were strongly and significantly correlated. Path analysis revealed that the model showed satisfactory fit indices. Perceived social support was linked to lower parenting stress, which in turn was associated with reduced PSI. Meanwhile, greater involvement was associated with better children’s QoL, indicating an indirect pathway from stress to QoL via involvement. Parenting stress and PSI acted as critical mediating pathways between perceived social support and children’s well-being, the former as a risk factor and the latter as a protective resource. Conclusions: These findings highlight the central role of PSI in promoting children’s QoL and suggest that interventions aimed at increasing social support and reducing parenting stress may enhance parental engagement, with positive implications for family well-being. Full article