Sign in to use this feature.

Years

Between: -

Subjects

remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline

Journals

remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline

Article Types

Countries / Regions

remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline

Search Results (6,634)

Search Parameters:
Keywords = science education

Order results
Result details
Results per page
Select all
Export citation of selected articles as:
12 pages, 245 KiB  
Article
Examining the Relationship Between Increased Vegetable Consumption and Lifestyle Characteristics Among School-Aged Children: A Descriptive Study
by Konstantinos D. Tambalis, Dimitris Tampalis, Demosthenes B. Panagiotakos and Labros S. Sidossis
Appl. Sci. 2025, 15(15), 8665; https://doi.org/10.3390/app15158665 (registering DOI) - 5 Aug 2025
Abstract
The purpose of this study was to examine vegetable consumption and its relationship with lifestyle characteristics among children and adolescents. Data from a health survey administered to a representative sample of 177,091 schoolchildren between the ages of 8 and 17 were employed in [...] Read more.
The purpose of this study was to examine vegetable consumption and its relationship with lifestyle characteristics among children and adolescents. Data from a health survey administered to a representative sample of 177,091 schoolchildren between the ages of 8 and 17 were employed in this observational, cross-sectional investigation. Physical activity level, screen time, and sleeping patterns were assessed using self-completed questionnaires. Vegetable consumption and dietary habits were analyzed using the Mediterranean Diet Quality Index for Children and Adolescents. Participants consuming vegetables more than once daily were categorized as consumers vs. non-consumers. Physical education teachers measured anthropometric and physical fitness factors. Descriptive statistics and binary logistic regression analysis were conducted, and the odds ratio with the corresponding 95% confidence interval was calculated and adjusted for confounders. Vegetables were consumed once or more times a day by more females than males (25.5% vs. 24.0%, p < 0.001). In both sexes, vegetable consumers slept more, ate healthier, spent less time on screens, and had better anthropometric and aerobic fitness measurements than non-consumers. Healthy eating practices, such as regularly consuming fruits, legumes, nuts, and dairy products, were strongly correlated with vegetable intake. For every one-year increase in age, the odds of being a vegetable consumer decreased by 8% and 10% in boys and girls, respectively. Overweight/obese participants had lower odds of being a vegetable consumer by 20%. Increased screen time, inadequate physical activity, and insufficient sleeping hours decreased the odds of being a vegetable consumer by 22%, 30%, and 25%, respectively (all p-values < 0.001). Overall, a healthier lifestyle profile was associated with higher vegetable intake for both sexes among children and adolescents. Full article
(This article belongs to the Special Issue Potential Health Benefits of Fruits and Vegetables—4th Edition)
20 pages, 10605 KiB  
Article
Network Analysis of Outcome-Based Education Curriculum System: A Case Study of Environmental Design Programs in Medium-Sized Cities
by Yang Wang, Zixiao Zhan and Honglin Wang
Sustainability 2025, 17(15), 7091; https://doi.org/10.3390/su17157091 - 5 Aug 2025
Abstract
With deepening global higher education reforms, outcome-based education has emerged as the core paradigm for teaching model innovation. This study investigates the structural dependencies and teaching effectiveness of the Environmental Design curriculum at Hubei Engineering University in medium-sized cities, China, addressing challenges of [...] Read more.
With deepening global higher education reforms, outcome-based education has emerged as the core paradigm for teaching model innovation. This study investigates the structural dependencies and teaching effectiveness of the Environmental Design curriculum at Hubei Engineering University in medium-sized cities, China, addressing challenges of enrollment decline and market contraction critical for urban sustainability. Using network analysis, we construct curriculum support and contribution networks and course temporal networks to assess structural dependencies and teaching effectiveness, revealing structural patterns and optimizing the OBE-based Environmental Design curriculum to enhance educational quality and student competencies. Analysis reveals computer basic courses as knowledge transmission hubs, creating a course network with a distinct core–periphery structure. Technical course reforms significantly outperform theoretical course reforms in improving student performance metrics, such as higher average scores, better grade distributions, and reduced performance gaps, while innovative practice courses show peripheral isolation patterns, indicating limited connectivity with core curriculum modules, which reduces their educational impact. These findings provide empirical insights for curriculum optimization, supporting urban sustainable development through enhanced professional talent cultivation equipped to address environmental challenges like sustainable design practices and resource-efficient urban planning. Network analysis applications introduce innovative frameworks for curriculum reform strategies. Future research expansion through larger sample validation will support urban sustainable development goals and enhance professional talent cultivation outcomes. Full article
Show Figures

Figure 1

13 pages, 532 KiB  
Systematic Review
A Systematic Review of Early-Career Teacher Wellbeing, Stress, Burnout and Support Mechanisms During and Post COVID-19 Pandemic
by Trent Davis and Eunjae Park
Educ. Sci. 2025, 15(8), 996; https://doi.org/10.3390/educsci15080996 (registering DOI) - 5 Aug 2025
Abstract
Early-career teachers (ECTs) entered the profession during the COVID-19 pandemic, a period that introduced unique stressors to an already-demanding career phase. This systematic review examines empirical studies published between 2020 and February 2025 to explore how the pandemic influenced ECT wellbeing, with particular [...] Read more.
Early-career teachers (ECTs) entered the profession during the COVID-19 pandemic, a period that introduced unique stressors to an already-demanding career phase. This systematic review examines empirical studies published between 2020 and February 2025 to explore how the pandemic influenced ECT wellbeing, with particular attention to stressors and protective factors impacting long-term retention and professional sustainability. Guided by PRISMA protocols, databases including Web of Science, ERIC, Google Scholar, and Scopus were searched, screening 470 records and identifying 30 studies that met inclusion criteria: peer-reviewed, empirical, focused on early-career teachers (within the first five years), and situated in or explicitly addressing the pandemic and its ongoing impacts. The results of Braun and Clarke’s thematic analysis (2006) revealed that pandemic-related challenges such as increased workload, professional isolation, disrupted induction processes, and emotional strain have persisted into the post-pandemic era, contributing to sustained risks of burnout and attrition. Regardless, protective factors identified during the pandemic—including high-quality mentoring, structured induction programmes, collegial support, professional autonomy, and effective individual coping strategies—continue to offer essential support, enhancing resilience and professional wellbeing. These findings underscore the necessity of institutionalising targeted supports to address the enduring effects of pandemic-related stressors on ECT wellbeing. By prioritising sustained mental health initiatives and structural supports, education systems can effectively mitigate long-term impacts and improve retention outcomes for early-career teachers in a post-pandemic educational landscape. Full article
(This article belongs to the Special Issue Education for Early Career Teachers)
Show Figures

Figure 1

18 pages, 2763 KiB  
Article
Enhancing Students’ Interest in Physics Concepts with a Low-Cost STEM Tool Focused on Motivation in Rural Areas of Developing Countries
by René Flores-Godínez, Antonio Alarcón-Paredes, Iris Paola Guzmán-Guzmán, Yanik Ixchel Maldonado-Astudillo and Gustavo Adolfo Alonso-Silverio
Educ. Sci. 2025, 15(8), 994; https://doi.org/10.3390/educsci15080994 (registering DOI) - 5 Aug 2025
Abstract
Physics concepts are considered an essential component of STEM (science, technology, engineering, and mathematics) education and fundamental for economic and technological development in the world. However, there can be student academic underperformance, such as the school environment, learning media and infrastructure, student interest [...] Read more.
Physics concepts are considered an essential component of STEM (science, technology, engineering, and mathematics) education and fundamental for economic and technological development in the world. However, there can be student academic underperformance, such as the school environment, learning media and infrastructure, student interest and emotions, as well as social and economic development factors in communities. These problems are even more acute in rural areas of developing countries, where poverty is high and teachers often lack the necessary technological skills. The aim of this study was to evaluate the impact of a low-cost STEM tool focused on motivation in learning, in terms of five variables of interest in physics in rural areas, as well as the durability of the tools used to learn 12 physics concepts. A quasi-experimental study was conducted with the participation of 78 high school students, with an average age of 15.82 years, in a rural area of Guerrero, Mexico. The results showed that using the STEM tool significantly increased students’ interest in learning methodology, active participation, and attitude towards physics, facilitating the teacher’s work. In addition, the 3D construction kit used in the experimentation, besides being low-cost, proved to be affordable and durable, making it ideal for use in rural areas. Full article
(This article belongs to the Special Issue Interdisciplinary Approaches to STEM Education)
Show Figures

Figure 1

15 pages, 1539 KiB  
Article
Microplastics Induce Structural Color Deterioration in Fish Poecilia reticulata Mediated by Oxidative Stress
by Hong-Yu Ren, Huan-Chao Ma, Rui-Peng He, Cong-Cong Gao, Bin Wen, Jian-Zhong Gao and Zai-Zhong Chen
Fishes 2025, 10(8), 382; https://doi.org/10.3390/fishes10080382 - 5 Aug 2025
Abstract
Microplastics (MPs) can affect fish health by inducing oxidative stress, but their impact on structural coloration remains poorly understood. This study investigated the effects of environmentally relevant concentrations (16 and 160 μg/L) of MPs and nanoplastics (NPs) exposure on growth, oxidative stress and [...] Read more.
Microplastics (MPs) can affect fish health by inducing oxidative stress, but their impact on structural coloration remains poorly understood. This study investigated the effects of environmentally relevant concentrations (16 and 160 μg/L) of MPs and nanoplastics (NPs) exposure on growth, oxidative stress and structural coloration in blue strain guppy fish (Poecilia reticulata). Results showed exposure to 160 μg/L MPs significantly reduced specific growth rate of fish compared to controls. Plastic accumulation followed a dose-dependent pattern, especially within gut concentrations. Oxidative stress responses differed between MPs and NPs: 160 μg/L MPs decreased SOD activity in skin and reduced GSH levels, while 160 μg/L NPs increased MDA levels in gut tissues, indicating severe lipid peroxidation. Structural coloration analysis revealed exposure to 160 μg/L MPs decreased lightness and increased yellowness, demonstrating reduced blue coloration. This was accompanied by an increase in skin uric acid content, suggesting that guanine conversion might occur to combat oxidative stress. These findings demonstrate that MPs, particularly at high concentrations, impair growth and induce oxidative stress in guppies. To counteract stress, guanine in iridophores may be converted into uric acid, leading to a decline in structural coloration. This study is the first to reveal that MPs disrupt structural coloration of fish, providing new insights into the ecological risks of plastic pollution on aquatic organisms. Full article
(This article belongs to the Special Issue Impact of Climate Change and Adverse Environments on Aquaculture)
Show Figures

Figure 1

24 pages, 1516 KiB  
Article
Individual Differences in Student Learning: A Comparison Between the Student Approaches to Learning and Concept-Building Frameworks
by Mark A. McDaniel, Christopher M. Wally, Regina F. Frey and Hayley K. Bates
Behav. Sci. 2025, 15(8), 1055; https://doi.org/10.3390/bs15081055 - 4 Aug 2025
Abstract
In cognitive science and education research, learning has been described to occur at surface and deep levels. Learners are thought to orient more toward one of these approaches to learning versus the other. In cognitive science, this has been assessed with a concept-building [...] Read more.
In cognitive science and education research, learning has been described to occur at surface and deep levels. Learners are thought to orient more toward one of these approaches to learning versus the other. In cognitive science, this has been assessed with a concept-building framework using objective function learning tasks to classify students as exemplar (surface) or abstraction (deep) learners. In education, the student approach to learning (SAL) framework has used self-report survey measures to classify learners as relying on surface approaches or deep approaches to learning. In two studies, we directly compared these two frameworks using self-report data from the Modified Approaches and Study Skills Inventory (M-ASSIST) and the Revised Study Process Questionnaire (R-SPQ-2F) along with objectively determined concept-building classifications from a computer-based function learning task. Potential links between exemplar learning and surface approaches and between abstraction learning and deep approaches were not found. We discuss possible explanations for the absence of empirical links, including inaccuracies in students’ metacognitions regarding their learning, the measures, and possible differences between learning-content-dependencies of the survey responses versus content neutrality of the concept-building task. We conclude by suggesting directions for future work in assessing and comparing surface and deep learning across frameworks. Full article
(This article belongs to the Special Issue Educational Applications of Cognitive Psychology)
Show Figures

Figure 1

18 pages, 1351 KiB  
Review
Functional and Neuroplastic Effects of Cross-Education in Anterior Cruciate Ligament Rehabilitation: A Scoping Review with Bibliometric Analysis
by Jorge M. Vélez-Gutiérrez, Andrés Rojas-Jaramillo, Juan D. Ascuntar-Viteri, Juan D. Quintero, Francisco García-Muro San José, Bruno Bazuelo-Ruiz, Roberto Cannataro and Diego A. Bonilla
Appl. Sci. 2025, 15(15), 8641; https://doi.org/10.3390/app15158641 (registering DOI) - 4 Aug 2025
Abstract
Anterior cruciate ligament reconstruction (ACLR) results in prolonged muscle weakness, impaired neuromuscular control, and delayed return to sport. Cross-education (CE), unilateral training of the uninjured limb, has been proposed as an adjunct therapy to promote bilateral adaptations. This scoping review evaluated the functional [...] Read more.
Anterior cruciate ligament reconstruction (ACLR) results in prolonged muscle weakness, impaired neuromuscular control, and delayed return to sport. Cross-education (CE), unilateral training of the uninjured limb, has been proposed as an adjunct therapy to promote bilateral adaptations. This scoping review evaluated the functional and neuroplastic effects of CE rehabilitation post-ACLR. Following PRISMA-ScR and JBI guidelines, PubMed, Scopus, Web of Science, and PEDro were searched up to February 2025. A bibliometric analysis was also conducted to report keyword co-occurrence and identify trends in this line of research. Of 333 screened references, 14 studies (price index: 43% and low-to-moderate risk of bias) involving 721 participants (aged 17–45 years) met inclusion criteria. CE protocols (6–12 weeks; 2–5 sessions/week) incorporating isometric, concentric, and eccentric exercises demonstrated strength gains (10–31%) and strength preservation, alongside improved limb symmetry (5–14%) and dynamic balance (7–18%). There is growing interest in neuroplasticity and corticospinal excitability, although neuroplastic changes were assessed heterogeneously across studies. Findings support CE as a feasible and low-cost strategy to complement early-stage ACLR rehabilitation, especially when direct loading of the affected limb is limited. Standardized protocols for clinical intervention and neurophysiological assessment are needed. Full article
(This article belongs to the Special Issue Novel Approaches of Physical Therapy-Based Rehabilitation)
Show Figures

Figure 1

21 pages, 3354 KiB  
Article
An Assessment of the Population Structure and Stock Dynamics of Megalobrama skolkovii During the Early Phase of the Fishing Ban in the Poyang Lake Basin
by Xinwen Huang, Qun Xu, Bao Zhang, Chiping Kong, Lei Fang, Xiaoping Gao, Leyi Sun, Lekang Li and Xiaoling Gong
Fishes 2025, 10(8), 378; https://doi.org/10.3390/fishes10080378 - 4 Aug 2025
Abstract
The ten-year fishing ban on the Yangtze River aims to restore aquatic biodiversity and rebuild fishery resources. Megalobrama skolkovii, a key species in the basin, was investigated using 2024 data to provide a preliminary assessment of its population structure, stock dynamics, and [...] Read more.
The ten-year fishing ban on the Yangtze River aims to restore aquatic biodiversity and rebuild fishery resources. Megalobrama skolkovii, a key species in the basin, was investigated using 2024 data to provide a preliminary assessment of its population structure, stock dynamics, and early recovery. Age analysis (n = 243) showed that 1–6-year-olds were dominated by fish aged 3 (35%), with few older than 4, indicating moderate structural truncation. Growth parameters modeled by the von Bertalanffy Growth Function yielded L = 61.89 cm and k = 0.25 year1, with a weight–growth inflection age of 4.4 years. Natural mortality (M = 0.48 year−1) was estimated using Pauly’s empirical formula, and total mortality (Z = 0.55 year−1) was estimated from the catch curve analysis. While fishing mortality (F) was statistically indistinguishable from zero, a plausible low-intensity fishing scenario was explored to assess potential impacts of residual activities. Length-based indicators (LBIs) showed Pmat = 46.05%, Popt = 9.51%, and Pmega = 6.88%, suggesting reproductive recovery but incomplete structural restoration. These preliminary findings reveal an asymmetrical recovery trajectory, whereby physiological improvements and enhanced recruitment have occurred, yet full structural restoration remains incomplete. This underscores the need for continued, long-term conservation and monitoring to support population resilience. Full article
(This article belongs to the Section Biology and Ecology)
Show Figures

Figure 1

17 pages, 1256 KiB  
Systematic Review
Integrating Artificial Intelligence into Orthodontic Education: A Systematic Review and Meta-Analysis of Clinical Teaching Application
by Carlos M. Ardila, Eliana Pineda-Vélez and Anny Marcela Vivares Builes
J. Clin. Med. 2025, 14(15), 5487; https://doi.org/10.3390/jcm14155487 - 4 Aug 2025
Abstract
Background/Objectives: Artificial intelligence (AI) is rapidly emerging as a transformative force in healthcare education, including orthodontics. This systematic review and meta-analysis aimed to evaluate the integration of AI into orthodontic training programs, focusing on its effectiveness in improving diagnostic accuracy, learner engagement, [...] Read more.
Background/Objectives: Artificial intelligence (AI) is rapidly emerging as a transformative force in healthcare education, including orthodontics. This systematic review and meta-analysis aimed to evaluate the integration of AI into orthodontic training programs, focusing on its effectiveness in improving diagnostic accuracy, learner engagement, and the perceived quality of AI-generated educational content. Materials and Methods: A comprehensive literature search was conducted across PubMed, Scopus, Web of Science, and Embase through May 2025. Eligible studies involved AI-assisted educational interventions in orthodontics. A mixed-methods approach was applied, combining meta-analysis and narrative synthesis based on data availability and consistency. Results: Seven studies involving 1101 participants—including orthodontic students, clinicians, faculty, and program directors—were included. AI tools ranged from cephalometric landmarking platforms to ChatGPT-based learning modules. A fixed-effects meta-analysis using two studies yielded a pooled Global Quality Scale (GQS) score of 3.69 (95% CI: 3.58–3.80), indicating moderate perceived quality of AI-generated content (I2 = 64.5%). Due to methodological heterogeneity and limited statistical reporting in most studies, a narrative synthesis was used to summarize additional outcomes. AI tools enhanced diagnostic skills, learner autonomy, and perceived satisfaction, particularly among students and junior faculty. However, barriers such as limited curricular integration, lack of training, and faculty skepticism were recurrent. Conclusions: AI technologies, especially ChatGPT and digital cephalometry tools, show promise in orthodontic education. While learners demonstrate high acceptance, full integration is hindered by institutional and perceptual challenges. Strategic curricular reforms and targeted faculty development are needed to optimize AI adoption in clinical training. Full article
(This article belongs to the Special Issue Orthodontics: State of the Art and Perspectives)
Show Figures

Figure 1

19 pages, 554 KiB  
Systematic Review
Education, Neuroscience, and Technology: A Review of Applied Models
by Elena Granado De la Cruz, Francisco Javier Gago-Valiente, Óscar Gavín-Chocano and Eufrasio Pérez-Navío
Information 2025, 16(8), 664; https://doi.org/10.3390/info16080664 - 4 Aug 2025
Abstract
Advances in neuroscience have improved the understanding of cognitive, emotional, and social processes involved in learning. Simultaneously, technologies such as artificial intelligence, augmented reality, and gamification are transforming educational practices. However, their integration into formal education remains limited and often misapplied. This study [...] Read more.
Advances in neuroscience have improved the understanding of cognitive, emotional, and social processes involved in learning. Simultaneously, technologies such as artificial intelligence, augmented reality, and gamification are transforming educational practices. However, their integration into formal education remains limited and often misapplied. This study aims to evaluate the impact of technology-supported neuroeducational models on student learning and well-being. A systematic review was conducted using PubMed, the Web of Science, ScienceDirect, and LILACS, including open-access studies published between 2020 and 2025. Selection and methodological assessment followed PRISMA 2020 guidelines. Out of 386 identified articles, 22 met the inclusion criteria. Most studies showed that neuroeducational interventions incorporating interactive and adaptive technologies enhanced academic performance, intrinsic motivation, emotional self-regulation, and psychological well-being in various educational contexts. Technology-supported neuroeducational models are effective in fostering both cognitive and emotional development. The findings support integrating neuroscience and educational technology into teaching practices and teacher training, promoting personalized, inclusive, and evidence-based education. Full article
Show Figures

Figure 1

20 pages, 3151 KiB  
Article
Intermittent Hypoxia Induces Cognitive Dysfunction and Hippocampal Gene Expression Changes in a Mouse Model of Obstructive Sleep Apnea
by Kenta Miyo, Yuki Uchida, Ryota Nakano, Shotaro Kamijo, Masahiro Hosonuma, Yoshitaka Yamazaki, Hikaru Isobe, Fumihiro Ishikawa, Hiroshi Onimaru, Akira Yoshikawa, Shin-Ichi Sakakibara, Tatsunori Oguchi, Takuya Yokoe and Masahiko Izumizaki
Int. J. Mol. Sci. 2025, 26(15), 7495; https://doi.org/10.3390/ijms26157495 (registering DOI) - 3 Aug 2025
Viewed by 67
Abstract
Obstructive sleep apnea syndrome (OSAS) is characterized by cycles of decreased blood oxygen saturation followed by reoxygenation due to transient apnea. Cognitive dysfunction is a complication of OSAS, but its mechanisms remain unclear. Eight-week-old C57BL/6J mice were exposed to intermittent hypoxia (IH) to [...] Read more.
Obstructive sleep apnea syndrome (OSAS) is characterized by cycles of decreased blood oxygen saturation followed by reoxygenation due to transient apnea. Cognitive dysfunction is a complication of OSAS, but its mechanisms remain unclear. Eight-week-old C57BL/6J mice were exposed to intermittent hypoxia (IH) to model OSAS, and cognitive function and hippocampal gene expression were analyzed. Three groups were maintained for 28 days: an IH group (oxygen alternating between 10 and 21% in 2 min cycles, 8 h/day), sustained hypoxia group (SH) (10% oxygen, 8 h/day), and control group (21% oxygen). Behavioral tests and RNA sequencing (RNA-seq) analysis were performed. While Y-maze test results showed no differences, the IH group demonstrated impaired memory and learning in passive avoidance tests compared to control and SH groups. RNA-seq revealed coordinated suppression of mitochondrial function genes and oxidative stress response pathways, specifically in the IH group. RT-qPCR showed decreased Lars2, Hmcn1, and Vstm2l expression in the IH group. Pathway analysis showed the suppression of the KEAP1-NFE2L2 antioxidant pathway in the IH group vs. the SH group. Our findings demonstrate that IH induces cognitive dysfunction through suppression of the KEAP1-NFE2L2 antioxidant pathway and downregulation of mitochondrial genes (Lars2, Vstm2l), leading to oxidative stress and mitochondrial dysfunction. These findings advance our understanding of the molecular basis underlying OSAS-related cognitive impairment. Full article
(This article belongs to the Section Molecular Genetics and Genomics)
Show Figures

Figure 1

20 pages, 1309 KiB  
Systematic Review
Computational Thinking in Primary and Pre-School Children: A Systematic Review of the Literature
by Efrosyni-Alkisti Paraskevopoulou-Kollia, Christos-Apostolos Michalakopoulos, Nikolaos C. Zygouris and Pantelis G. Bagos
Educ. Sci. 2025, 15(8), 985; https://doi.org/10.3390/educsci15080985 (registering DOI) - 2 Aug 2025
Viewed by 227
Abstract
Computational Thinking (CT) has been an important concept for the computer science education community in the last 20 years. In this work we performed a systematic review of the literature regarding the computational thinking of children from kindergarten to primary school. We compiled [...] Read more.
Computational Thinking (CT) has been an important concept for the computer science education community in the last 20 years. In this work we performed a systematic review of the literature regarding the computational thinking of children from kindergarten to primary school. We compiled a large dataset of one hundred and twenty (120) studies from the literature. Through analysis of these studies, we tried to reveal important insights and draw interesting and valid conclusions. We analyzed various qualitative and quantitative aspects of the studies, including the sample size, the year of publication, the country of origin, the studies’ design and duration, the computational tools used, and so on. An important aspect of the work is to highlight differences between different study designs. We identified a total of 120 studies, with more than half of them (>50%) originating from Asian countries. Most studies (82.5%) conducted some form of intervention, aiming to improve their computational thinking in students. A smaller proportion (17.5%) were assessment studies in which the authors conducted assessments regarding the children’s computational thinking. On average, intervention studies had a smaller number of participants, but differences in duration could not be identified. There was also a lack of large-scale longitudinal studies. Block-based coding (i.e., Scratch) and Plugged and Unplugged activities were observed in high numbers in both categories of studies. CT assessment tools showed great variability. Efforts for standardization and reaching a consensus are needed in this regard. Finally, robotic systems have been found to play a major role in interventions over the last years. Full article
(This article belongs to the Special Issue Interdisciplinary Approaches to STEM Education)
Show Figures

Figure 1

26 pages, 758 KiB  
Article
Writing Is Coding for Sustainable Futures: Reimagining Poetic Expression Through Human–AI Dialogues in Environmental Storytelling and Digital Cultural Heritage
by Hao-Chiang Koong Lin, Ruei-Shan Lu and Tao-Hua Wang
Sustainability 2025, 17(15), 7020; https://doi.org/10.3390/su17157020 - 1 Aug 2025
Viewed by 292
Abstract
In the era of generative artificial intelligence, writing has evolved into a programmable practice capable of generating sustainable narratives and preserving cultural heritage through poetic prompts. This study proposes “Writing Is Coding ” as a paradigm for sustainability education, exploring how students engage [...] Read more.
In the era of generative artificial intelligence, writing has evolved into a programmable practice capable of generating sustainable narratives and preserving cultural heritage through poetic prompts. This study proposes “Writing Is Coding ” as a paradigm for sustainability education, exploring how students engage with AI-mediated multimodal creation to address environmental challenges. Using grounded theory methodology with 57 twelfth-grade students from technology-integrated high schools, we analyzed their experiences creating environmental stories and digital cultural artifacts using MidJourney, Kling, and Sora. Data collection involved classroom observations, semi-structured interviews, and reflective journals, analyzed through systematic coding procedures (κ = 0.82). Five central themes emerged: writing as algorithmic design for sustainability (89.5%), emotional scaffolding for environmental awareness (78.9%), aesthetics of imperfection in cultural preservation (71.9%), collaborative dynamics in sustainable creativity (84.2%), and pedagogical value of prompt literacy (91.2%). Findings indicate that AI deepens environmental consciousness and reframes writing as a computational process for addressing global issues. This research contributes a theoretical framework integrating expressive writing with algorithmic thinking in AI-assisted sustainability education, aligned with SDGs 4, 11, and 13. Full article
Show Figures

Figure 1

37 pages, 5413 KiB  
Article
Can Green Building Science Support Systems Thinking for Energy Education?
by Laura B. Cole, Jessica Justice, Delaney O’Brien, Jayedi Aman, Jong Bum Kim, Aysegul Akturk and Laura Zangori
Sustainability 2025, 17(15), 7008; https://doi.org/10.3390/su17157008 - 1 Aug 2025
Viewed by 132
Abstract
Systems thinking (ST) is a foundational cognitive skillset to advance sustainability education but has not been well examined for learners prior to higher education. This case study research in rural middle schools in the Midwestern U.S. examines systems thinking outcomes of a place-based [...] Read more.
Systems thinking (ST) is a foundational cognitive skillset to advance sustainability education but has not been well examined for learners prior to higher education. This case study research in rural middle schools in the Midwestern U.S. examines systems thinking outcomes of a place-based energy literacy unit focused on energy-efficient building design. The unit employs the science of energy-efficient, green buildings to illuminate the ways in which energy flows between natural and built environments. The unit emphasized electrical, light, and thermal energy systems and the ways these systems interact to create functional and energy-efficient buildings. This study focuses on three case study classrooms where students across schools (n = 89 students) created systems models as part of pre- and post-unit tests (n = 162 models). The unit tests consisted of student drawings, annotations, and writings, culminating into student-developed systems models. Growth from pre- to post-test was observed in both the identification of system elements and the linkages between elements. System elements included in the models were common classroom features, such as windows, lights, and temperature control, suggesting that rooting the unit in place-based teaching may support ST skills. Full article
(This article belongs to the Special Issue Sustainability Education through Green Infrastructure)
Show Figures

Figure 1

27 pages, 830 KiB  
Systematic Review
What Pushes University Professors to Burnout? A Systematic Review of Sociodemographic and Psychosocial Determinants
by Henry Cadena-Povea, Marco Hernández-Martínez, Gabriela Bastidas-Amador and Hugo Torres-Andrade
Int. J. Environ. Res. Public Health 2025, 22(8), 1214; https://doi.org/10.3390/ijerph22081214 - 1 Aug 2025
Viewed by 196
Abstract
Burnout syndrome is a growing concern in higher education, affecting the psychological well-being and performance of university professors. This systematic review presents a narrative synthesis of findings from quantitative studies on sociodemographic and psychosocial determinants of academic burnout. Following PRISMA 2020 guidelines, sixty [...] Read more.
Burnout syndrome is a growing concern in higher education, affecting the psychological well-being and performance of university professors. This systematic review presents a narrative synthesis of findings from quantitative studies on sociodemographic and psychosocial determinants of academic burnout. Following PRISMA 2020 guidelines, sixty peer-reviewed articles published between Jan 2019 and May 2024 were selected from Scopus and Web of Science. Inclusion criteria required validated psychometric instruments and exclusive focus on university faculty. Methodological quality was assessed using the Newcastle-Ottawa Scale and CASP checklist. Data from approximately 43,639 academic staff were analyzed. Key risk factors identified include excessive workload, lack of institutional support, and workplace conflict. In contrast, collegial support, participative leadership, and job satisfaction functioned as protective elements. Variables such as age, gender, academic rank, and employment stability significantly influenced burnout vulnerability. While general patterns were observed across studies, differences in design and sampling require caution in generalization. The evidence supports the implementation of integrated strategies encompassing mental health programs, workload regulation, participatory governance, and culturally responsive approaches. These findings inform the development of institutional policies aimed at preventing burnout and fostering academic well-being. Future research should adopt longitudinal and cross-cultural designs to further explore burnout trajectories and support educational reform. Full article
Show Figures

Figure 1

Back to TopTop