Search Results (1,464)

Financial education is critical for fostering inclusive, resilient societies by reducing inequalities and promoting sustainable development. Despite growing interest, there is a notable gap in research on effective pedagogical approaches for financial literacy in primary education. Early intervention is essential to shape financially literate, active citizens capable of contributing to sustainable communities. This study addresses this gap by comparing the effectiveness of two distinct implementation packages involving active pedagogies—cooperative learning (CL) with high autonomy and stable groups, and game-based learning (GBL) featuring stronger teacher orchestration and dynamic grouping—in enhancing financial literacy among primary school pupils. Using a multiple case study design, two fifth-grade classes in Northern Italy participated in six 2 h financial education sessions, each employing a different instructional implementation package. Quantitative data from pre- and post-tests revealed significant improvements in financial literacy in both groups, confirmed by Wilcoxon signed-rank tests, with CL-based implementation showing a larger observed effect size (Hedges’g = 1.84) than GBL-based implementation (g = 1.20). Qualitative analysis of focus groups showed that CL-based implementation, characterized by high autonomy and group stability, fostered deeper learning through collaboration, shared responsibility, and relational skills vital for social sustainability. In contrast, GBL-based implementation, with structured teacher facilitation, promoted context-specific knowledge and relied more on extrinsic motivation and competition. These findings suggest that the observed benefits may be associated with the combined features of the cooperative learning-based implementation package, particularly high autonomy and stable group structures, which appear to support more socially embedded financial literacy. They also highlight both the potential and the limitations of game-based approaches. The study offers evidence-based insights for designing effective financial education programs that support both cognitive and social competencies in primary education. Full article

The current teacher workforce crisis has increased policy and funding interest in employment-based pathways (EBPs), particularly in hard-to-staff schools. This qualitative study of one university’s EBP examines how [program name] shaped pre-service teachers’ (PSTs) sense of academic belonging. Drawing on focus group data from 12 participants across four regional, rural, and remote (RRR) locations in Queensland, Australia, we examine how connections between university, schools, and communities influenced PSTs’ sense of belonging to their university, course, profession, and local communities. Structured collaboration, timely communication, and strong relationships, supported by links to wider services, were central to sustaining an academic sense of belonging. In turn, belonging supported participants’ wellbeing and plans to remain in teaching, and helped them persevere in challenging contexts. The findings suggest that, when intentionally supported, EBPs can help address workforce shortages in RRR settings. Full article

With the implementation of the 2022 revised curriculum in South Korea, significant changes are taking place in education as of 2025. This curriculum emphasizes self-directed learning and a proactive attitude toward life, which are essential in the era of digital transformation. Accordingly, there is a growing need to establish systematic environments that support self-directed learning. The number of instructional hours for information education has been doubled to 34 h in elementary school and 68 h in middle school, highlighting the increased importance of the subject. In addition, 2025 marked the official introduction of AI-based digital textbooks. However, their diversity and functionality as effective learning resources remain limited. In programming education, most studies on learning difficulty have focused on basic concepts, while research on more advanced topics, such as object-oriented programming, has been insufficient. Therefore, this research aims to develop a digital learning tool that supports high school students in engaging in self-directed learning. Specifically, it focuses on the “Implementing Classes for Objects” unit from the MiraeN textbook and provides customized support within a tablet-based learning environment. The tool also includes chatbot-based problem generation and feedback functions. To analyze the accuracy and level of the problems generated by the chatbot, both the researcher and ChatGPT were used simultaneously. Full article

Background: Metabolic syndrome (MetS) is a pathological condition characterized by the co-occurrence of multiple metabolic abnormalities. The affected population is increasingly shifting toward younger age groups. Emerging digital health technologies, arising from advances in digital society, offer novel methodological tools for lifestyle-based interventions targeting metabolic risk. This systematic review aims to evaluate the effectiveness of emerging digital health technologies based on dietary and physical activity regulation in improving MetS-related outcomes among adolescents, including school-aged children. Methods: This review followed the PRISMA guidelines, systematically searched PubMed, Web of Science, Embase, MEDLINE, and Scopus, and screened eligible studies based on the PICO framework. Results: A total of 12 randomized controlled trials published between 2012 and 2025 were included in the analysis. Single device interventions (5/12) and dual device combinations (5/12) were the predominant approaches used in current digital health technology applications. Intervention content primarily focused on either physical activity alone (5/12) or combined exercise and nutrition interventions (7/12), with most programs lasting 3–6 months (7/12). Across the included digital health interventions, 13 MetS-related measures were assessed, including anthropometric/body composition measures (BMI, BMI z-score, WC, WHR, WHtR, and VFA), blood pressure measures (SBP/DBP), and biochemical markers (BG, HOMA-IR, TG, TC, HDL-C, and LDL-C). Conclusions: The available evidence supports the potential of digital health technologies to improve MetS-related outcomes. Although the selection of biochemical markers varied across studies, the findings highlight the importance of combined exercise and nutrition interventions or physical activity of moderate to high intensity in improving MetS. These results underscore the value of digital health technologies in elucidating the complex interactions among diet, physical activity, and metabolic responses. Overall, these findings support integrating digital health technologies into adolescent lifestyle interventions to facilitate more personalized monitoring and behavior support, and to potentially improve MetS-related outcomes. By promoting timely improvements in these outcome measures, such digital health interventions may have potential longer term implications for chronic disease prevention. Full article

In recent years, the design of public spaces surrounding school buildings has gained growing attention in urban planning and child-friendly city agendas. This paper examines the role of tactical urbanism in creating more Liveable School Surroundings (LSS) and introduces the LSS framework as a new lens for interpreting school-adjacent spaces as threshold environments where safety, autonomy, sustainable mobility, social interaction, and play converge. Methodologically, it develops a 12-indicator evaluation grid structured around four dimensions and applies it to a systematic comparative analysis of 30 interventions implemented in Milano, Bologna, and Torino. The analysis provides new empirical evidence on the effectiveness of tactical urbanism in this domain. Findings show that tactical interventions can rapidly enhance perceived safety and social interaction, often outperforming permanent solutions in terms of spatial reconfiguration and activation, while revealing limitations in the domains of play, climatic comfort, and cycling integration. The comparative analysis also reveals the modest scale of Italian initiatives compared to international programs, underscoring the need for stronger governance and long-term planning tools. By positioning tactical urbanism as an experimental device and a strategic lever for school-centered public space regeneration, the study offers an original contribution to international debates on child-friendly planning and proximity-based urban policies. Full article

Inquiry-based learning (IBL) is a rapidly growing pedagogical model that uses a learner-centered educational approach to address the needs of the 21st century. Relating to the sustainability of teaching, this approach addresses the systematic and complementary learning dimensions (e.g., cognitive, epistemic, and affective) relevant to the evolving needs of students, curricula, and technology. This study uses adaptive management as a theoretical model which views teachers as dynamic learning managers to investigate the integration of IBL in sustainable education targeting Sustainable Development Goal 4 (SDG4) (Quality Education). With the participation of 11 physics teachers, this phenomenological study delves into the inquiry-based learning implementation and experiences of physics teachers in building a sustainable learning culture in Türkiye’s public schools. The data were collected through semi-structured interviews to elicit teachers’ perceptions of the sustainability of the inquiry ecosystem, and thematic analysis was utilized to interpret and convey the essence of teaching experiences. The findings reveal that the use of adaptive management mechanisms for IBL reinforces students’ conceptual understanding and the long-term sustainability of teaching practices in physics education. The results also highlight the applicability of adaptive inquiry-based paradigms across disciplinary contexts to offer insights for the integration of new educational technology. This study suggests practical implications for teachers, school leaders, and teacher training programs for sustainable and flexible pedagogies. Full article

In the past, large-scale school trips were mainly conducted with standardized schedules, resulting in limited educational impact and making it difficult to reflect students’ interests. In response, modern education is increasingly adopting small-scale, theme-based school trips that consider students’ interests, academic levels, and career paths. This approach, organized at the class level, focuses on customized experiential programs that enhance autonomy, satisfaction, identity formation, and career exploration. However, a major drawback is that teachers must manage the planning, including theme selection, site arrangements, and schedule coordination, which places a heavy operational burden. To address this issue, we designed EduTrip, a school trip itinerary recommendation system. This system allows users to input conditions such as travel themes, types of activities, group size, budget, and preferred destinations. It then automatically filters appropriate locations and activities, and uses clustering and genetic algorithm-based optimization to generate practical and efficient schedules that account for travel and stay durations. The goal is to reduce the teachers’ workload and provide students with more personalized and feasible educational travel experiences. Full article

The study examines the relationship between entrepreneurial education and society’s approach to green energy. The findings highlight the crucial importance of this process for promoting an ecological and responsible economy. The starting point is the assumption that entrepreneurial competencies, particularly innovation and communication competencies and learning ability, can foster the perception of RES technologies as solutions that combine economic profitability with environmental benefits. Based on a literature review, a research gap was identified regarding the insufficient number of empirical analyses demonstrating the relationship between entrepreneurship education, key competencies, and attitudes toward renewable energy technologies. The study is quantitative in nature and is based on the analysis of survey data collected among high school and university students. The obtained results indicate that the effectiveness of entrepreneurship education is determined by the interaction of individual competencies and environmental conditions. Innovation and communication competencies and learning ability enhance educational outcomes, while technological barriers can significantly limit their positive impact. The analysis highlights the importance of a supportive institutional environment for the effective utilization of educational potential. On this basis, recommendations were formulated for the design of entrepreneurial education programs, emphasizing the need to integrate content related to renewable energy sources, the development of future competences and the reduction in technological barriers as elements supporting the transformation towards sustainable development. Full article

Young caregivers, defined as individuals under 25 years of age who provide unpaid care to a family member(s) with illness, disability, or age-related needs, remain significantly underrecognized in Canada despite their valuable contributions to the healthcare system. Limited awareness, fragmented services, and adult-centred caregiving infrastructures leave them vulnerable to social isolation, disrupted education, and poor mental health. Unlike the United Kingdom and Australia, Canada lacks a coordinated national strategy to identify and support young caregivers. This qualitative study examines caregiving organizations across multiple Canadian provinces, exploring current practices, barriers, and future visions for supporting young caregivers. Group interviews were conducted with 18 service providers from caregiving organizations in Alberta, BC and Nova Scotia. Four themes emerged through analysis: (1) The Landscape of Existing Caregiving Organizations, (2) Barriers and Challenges to Supporting Young Caregivers, (3) Navigating a Pandemic, and (4) a Journey and Vision Worth Supporting. Organizations reported a strong interest in expanding support for young caregivers with a vision for cross-sector collaboration and school-based outreach. However, challenges such as inadequate funding and a lack of formal recognition limits their capacity in building youth programs. Findings from the study highlight the need for systemic reform, including early intervention models, sustainable funding, and formal recognition of young caregivers within policy frameworks. Addressing these gaps will not only uplift young caregivers, but also strengthen Canada’s broader caregiving and healthcare ecosystem. Full article

Background/Objectives: Human papillomavirus (HPV) is a major cause of cervical, penile, anal, and oropharyngeal cancers. HPV vaccination is the most effective public health strategy for its prevention. Understanding the factors influencing vaccination intentions is critical for developing effective public health policies and improving population-level vaccine uptake. Therefore, in this scoping review, we aimed to examine HPV vaccination research conducted in Korea, identify common trends and gaps in study populations and influencing factors, and provide evidence-based recommendations for public health policies. Methods: We systematically searched four Korean databases—Research Information Sharing Service (RISS), DBpia, Korean Studies Information Service System (KISS), and National Digital Science Library (NDSL)—for studies published from their respective inception dates to January 2025, using “human papillomavirus,” “HPV,” “vaccination,” and “intention” as keywords. Thirty-six studies were ultimately included. Study characteristics, populations, theoretical frameworks, and key variables were extracted and analyzed using descriptive statistics and content analysis. Results: Of the included studies, 61.1% and 38.9% targeted vaccination-eligible individuals (adolescents and adults) and parents/guardians, respectively, with 50% focusing exclusively on women. The major factors influencing HPV vaccination intention were attitude (47.2%), subjective norms (38.9%), and perceived behavioral control (30.9%). Attitude and knowledge were critical for vaccination-eligible individuals (Direct group), whereas subjective norms were key for parents/guardians (Indirect group). Conclusions: Korean HPV vaccination intention research has predominantly focused on women and parents, with insufficient attention to adolescents and men. Public health strategies must employ multilevel interventions tailored to each group’s decision-making structures, including school-based programs for adolescents, gender-inclusive policies for men, and community-based approaches to address social norms among parents. These findings provide evidence for policy development aligned with the WHO cervical cancer elimination goals. Full article

Background: Tooth loss in childhood reflects cumulative oral disease and may impair dietary intake, potentially influencing nutritional status. Evidence on the association between tooth loss and anthropometric indicators in school-aged children remains limited. Methods: This population-based cross-sectional study used data from a nationwide health screening conducted by the Ministry of Health of Mongolia in 2023–2024. A total of 120,994 children aged 6–9 years were included. Tooth loss was categorized as 0, 1–2, or ≥3 extracted teeth. Nutritional status was assessed using weight-for-height (WHZ), weight-for-age (WAZ), height-for-age (HAZ) Z-scores, and body mass index (BMI). Associations between tooth loss and anthropometric indicators were examined using unadjusted and multivariable linear regression models adjusting for age and sex. Results: Overall, 12.5% of children had experienced tooth loss. Mean WHZ and WAZ decreased progressively with increasing tooth loss. In adjusted analyses, children with 1–2 extracted teeth had lower WHZ (β = −0.025; 95% CI: −0.047 to −0.004), and those with ≥3 extracted teeth had substantially lower WHZ (β = −0.058; 95% CI: −0.084 to −0.032), compared with children without tooth loss. Similar associations were observed for WAZ. No significant associations were found between tooth loss and BMI or HAZ. No interactions with age or sex were detected. Conclusions: Tooth loss was independently associated with lower indicators of current nutritional status among children aged 6–9 years. These findings underscore the importance of integrating oral health and nutrition strategies in childhood health programs. Full article

This study analyzes the ICT infrastructure in teaching practice centers from the perspective of students enrolled in early childhood and primary education degree programs at a Spanish university during the 2024–2025 academic year. A quantitative, cross-sectional design was employed. A questionnaire was distributed to all first- to fourth-year students via the university platform, with a sample of 556 participants. The data collection instrument consisted of an ad hoc adaptation and extension of the validated EdSocEval_V2 questionnaire, ensuring factorial validity. It was used to examine the availability of technological resources for communication and digital management, together with personal and contextual variables to support data classification. Results indicate high availability of basic digital resources, including projectors, Wi-Fi, interactive whiteboards, printers, alongside limited access to robotics, digital tablets, and classrooms of the future. High homogeneity was observed in communication and digital management resources, such as websites, virtual learning environments and corporate email. MANOVA analyses revealed that students perceive ICT infrastructure to be more integrated at higher levels of primary education, with no significant differences based on school ownership. Binary logistic regressions showed that school ownership predicts the availability of certain ICT resources, with private schools exhibiting lower network presence. Full article

Background/Objectives: Bullying refers to a specific form of mistreatment that occurs in the school setting and is characterized by intentionality and persistence over time. It should be noted that some elements, such as low self-esteem and lack of social skills, are usually present in both victims and aggressors, so interfering in these aspects can lead to a decrease in the incidence. Thereby, being a victim of bullying is a key factor in the development of multiple mental health issues, such as depression or even suicide. Consequently, mental health nurses play a fundamental role in health education in order to be able to act when necessary and to prevent these types of unfavorable circumstances that can lead to psychiatric disorders. This systematic review aimed primarily to evaluate the effectiveness of psychoeducational programs in reducing school bullying and, secondarily, to analyze their influence on children’s self-esteem. Methods: Data were obtained through a comprehensive search of PubMed, Cochrane, and Scielo, following PRISMA guidelines. Studies evaluating evidence-based interventions, including the Olweus Bullying Prevention Program (OBPP), the KiVa Anti-Bullying Program (KiVa), Positive Behavioral Support systems, and standardized social–emotional learning programs, were eligible for inclusion. Results: Findings revealed that most interventions showed a positive impact on bullying reduction and self-esteem improvement. However, effectiveness differed depending on contextual factors, such as the educational stage, school climate, cultural setting, and the degree of family involvement, as well as the extent to which each program was adapted to the specific needs of each school environment. Conclusions: Psychoeducational programs demonstrate overall effectiveness in reducing bullying behaviors and enhancing self-esteem in children. Nevertheless, outcomes differ depending on school characteristics, cultural context, and the level of family participation, highlighting the need for interventions tailored to each educational setting. Full article

(1) Background: Education serves as a catalyst for social transformation toward sustainability, yet limited empirical evidence exists regarding primary education’s contribution to regional sustainable development, particularly in island contexts facing unique environmental and economic pressures. This study examined primary education teachers’ perceptions, practices, and challenges in implementing Education for Sustainable Development (ESD) in Zakynthos, Greece. (2) Methods: A triangulated quantitative approach surveyed a representative sample of 105 primary education teachers from the Zakynthos Primary Education Directorate using a 28-item structured questionnaire assessing ESD knowledge, teaching practices, barriers, and improvement strategies. Teacher questionnaire data were triangulated with KEPEA (Center for Environmental Education and Sustainability) program documentation (103 programs, 2020–2025) and school implementation records from 75 participating schools. Data were analyzed using descriptive statistics, Mann–Whitney U tests, Kruskal–Wallis tests, and Spearman correlations. (3) Results: Most teachers (65.7%) reported adequate knowledge of sustainable development concepts, with 75.3% incorporating ESD into teaching practice often or very often. Triangulation revealed convergent findings: environmental sustainability dominated teacher perceptions (67.3%) and KEPEA programming (78.4%), while economic sustainability received limited attention (18.1%). Female teachers demonstrated significantly higher ESD knowledge (U = 892.5, p < 0.05, r = 0.34). The majority (98.1%) considered ESD integration important, yet only 48.5% felt adequately prepared to teach sustainability topics. A notable attitude-action gap emerged: while 86.6% valued community partnerships, only 47.6% engaged frequently, and KEPEA documented 33.7% of formal collaborations. Primary barriers included insufficient curriculum time (61.9%) and limited resources (51.4%). Teachers identified training programs (71.4%) and access to educational materials (71.4%) as priority interventions. (4) Conclusions: Primary education teachers in Zakynthos demonstrate strong commitment to ESD but face structural barriers limiting implementation effectiveness. The environmental-economic imbalance suggests a need for professional development, integrating economic sustainability concepts through place-based approaches relevant to the island’s tourism-dependent economy. The attitude-action gap in partnerships indicates structural rather than attitudinal barriers requiring policy intervention. Findings support targeted teacher training, curriculum reform, and strengthened school-community collaboration to enhance ESD’s contribution to regional sustainable development. Full article

Background and Objectives: Celiac disease (CD) is a major global public health problem that can occur at any age. Pediatric CD can be typical, atypical, or even asymptomatic. Early diagnosis and early initiation of treatment are essential for improving patients’ quality of life and preventing serious complications later in life. However, it is impossible to identify asymptomatic children and adolescents without screening. In this systematic review, we attempted to identify different mass screening programs that have been reported for CD in apparently healthy children and adolescents across the world, to highlight the advantages and disadvantages of such strategies, and to collect and synthesize data from these studies reporting the prevalence of CD. In addition, where data were available, we also attempted to evaluate the diagnostic accuracy of the tests used, their cost-effectiveness, the reported clinical benefits, and follow-up data from individuals identified through screening. Materials and Methods: Electronic databases, including PubMed and Scopus, were systematically searched. Initially, a total of 316 studies were retrieved. Finally, 55 studies met all inclusion criteria and were included in this review. The included studies were published between 1996 and 2023. Results: The reported age of participants ranged from 6 months to 23 years. Confirmation of CD by biopsy was reported in all but six studies. According to the studies that provided data, the (tTG IgA) seroprevalence of CD in apparently healthy children and adolescents, detected through different mass screening methods around the world, ranged from 0.20% (Turkey) to 3.11% (Italy). In addition, the prevalence of biopsy-confirmed CD ranged from 0.036% (Vietnam) to 3% (Sweden and Spain). Studies from 17 countries reported mass screening strategies based on finger-prick rapid tests. All rapid tests detected CD antibodies, except two, which detected HLA DQ2/DQ8 haplotypes. Rapid tests appeared to be no less sensitive and specific than other screening tests for CD and were probably less expensive, but further studies are needed for more reliable conclusions. Of the 55 studies in the review, only 10 reported follow-up data. After 3 months of a gluten-free diet, the general condition of the patients improved; after 6 months, tTG IgA and EMA IgA levels decreased and hemoglobin values increased; while after 1 year, tTG IgG levels also decreased, symptoms subsided, the children’s weight and height increased, school performance improved, episodes of upper respiratory tract infections decreased, and thyreoperoxidase antibodies that were positive at screening became negative. Conclusions: Mass screening for CD in asymptomatic children and adolescents is a challenge. Future research should provide more answers regarding the most appropriate target age, the frequency of screening, the optimal screening method, the cost-effectiveness, the clinical utility, and the long-term impact of mass screening on patients’ quality of life. Full article