Search Results (68)

Scientific literacy is a key element in today’s society, shaping everyday life and fostering informed decision-making and critical thinking. However, the traditional transmission of science, among other factors, has fostered a simplistic and negative view of this field of knowledge, leading to a detachment of the population from it. In this context, teachers need to assume a transformative role. To this end, it must be recognised that didactic change cannot be limited to cognitive aspects, given the relevance of attitudes as a key component of professional knowledge and as a driver of a consolidated shift. Concern about this reality leads us to describe the structure and content of scientific knowledge related to the study of Primary Education teachers’ attitudes towards the teaching of the Nature of Science and Technology. A mixed-methodological design was employed, comprising a documentary-bibliometric study with a science-mapping approach and documentary analysis. The results showed that studies often focus on the cognitive component of attitudes, mainly on beliefs about knowledge or self-efficacy. However, studies on affective or conative components remain scarce, and none have been found that comprehensively address all three components of attitudes, despite their potential to provide a deeper understanding of their role in educational change. The need to address teachers’ attitudes holistically is highlighted to better understand the evaluative and motivational factors that guide teaching practices. Likewise, the importance of moving towards studies based on educational interventions that promote the development of science as useful for life is emphasised. Full article

This study presents the design and implementation of a full-stack IoT ecosystem based on ESP32 microcontrollers and web-based visualization dashboards to support scientific reasoning in first-year engineering students. The proposed architecture integrates a four-layer model—perception, network, service, and application—enabling students to deploy real-time environmental monitoring systems for agriculture and beekeeping. Through a sixteen-week Project-Based Learning (PBL) intervention with 91 participants, we evaluated how this technological stack influences technical proficiency. Results indicate that the transition from local code execution to cloud-based telemetry increased perceived learning confidence from $\mu =3.9$ (Challenge phase) to $\mu =4.6$ (Reflection phase) on a 5-point scale. Furthermore, 96% of students identified the visualization dashboards as essential Human–Computer Interfaces (HCI) for debugging, effectively bridging the gap between raw sensor data and evidence-based argumentation. These findings demonstrate that integrating open-source IoT architectures provides a scalable mechanism to cultivate data literacy in early engineering education. Full article

This article explores the potential of an integrated pedagogical approach that combines project-based learning (PBL) with Internet of Things (IoT) technologies to achieve the United Nations’ Sustainable Development Goals (SDGs). Within the context of Education for Sustainable Development (ESD), this model transforms students from passive consumers of information into active agents of change. The study demonstrates that leveraging IoT sensors enables students to tackle pressing and complex sustainability challenges by engaging them in a comprehensive problem-solving cycle—from collecting real-world data to developing innovative solutions. By analysing the existing scientific literature, the approach is shown to significantly improve critical thinking skills, systems thinking, creativity, and teamwork. The study also proposes a new conceptual framework (hypothesis), the EcoHabits model, whose effectiveness remains to be empirically validated. This model demonstrates IoT’s potential to enhance sustainability competencies, improve health literacy, and promote individual and collective behaviour change. Despite its significant pedagogical benefits, the article identifies key implementation challenges, including the need for adequate teacher training and community collaboration. In conclusion, this innovative framework offers a promising solution for preparing future generations to address global issues and become active, responsible citizens of the 21st century. Full article

In the era of digital intelligence, information literacy (IL) competency has become a critical indicator for measuring the comprehensive quality and sustainable development potential of university’s education. Using Yancheng Institute of Technology as a case study, this study systematically elucidates the connotation and current development status of college students’ IL within the framework of sustainable development. An evaluation index system is constructed, comprising four dimensions: information awareness and attitude, information ethics, law and security, information knowledge and skills, and information integration and innovation. The study employs the Analytic Hierarchy Process (AHP) to determine the weights of indicators at various levels and integrates the Fuzzy Comprehensive Evaluation Method (FCEM) to establish a quantitative assessment model for IL competency. Empirical research demonstrates that the proposed model effectively enables a multidimensional and quantitative evaluation of students’ IL, with results that exhibit sound scientific validity and applicability. Based on the analysis, specific strategies are proposed to enhance students’ IL from the perspectives of curriculum design, teaching models, and library services, thereby providing theoretical references and practical pathways for advancing informatization and sustainable development in higher education. Full article

Learning Natural Sciences represents a key opportunity to spark scientific interest and foster fundamental skills across different educational stages. This study aimed to analyze the influence of motivation on academic performance in the learning of Natural Sciences at various educational levels. To this end, a systematic review method was employed following PRISMA guidelines, consulting the Web of Science and Scopus databases, identifying four relevant studies. The results showed that high levels of motivation were associated with a more positive classroom attitude and better conceptual understanding, which enhanced academic performance. The use of innovative methodological strategies, such as implementing immersive virtual reality in the classroom, PhET simulations (Physics Educational Technology), and the use of hypertext, significantly increased both student motivation and academic performance. The meta-analysis revealed a favorable effect in experimental groups, showing moderate heterogeneity (I² = 49) and significance of p = 0.0001. The concurrence analysis reported that current pedagogical practices should focus on strengthening student autonomy and active engagement, integrating critical reflection, the use of innovative methodological strategies, and technological resources that enhance meaningful learning in scientific literacy. Among the instruments used to measure motivation, the Motivation to Learn Science Questionnaire was identified, and for academic performance, the Motivated Strategies for Learning Questionnaire. In conclusion, the importance of implementing the identified methodological strategies across different educational stages is emphasized, in order to promote competency-based learning through meaningful and innovative acquisition of content in Natural Sciences. Full article

This systematic review analyzed a total of 109 scientific articles with the aim of identifying, organizing, and synthesizing academic output related to digital literacy, technology adoption in agricultural sectors, digital skills, and socioeconomic and cultural factors that influence the implementation of emerging technologies. Peer-reviewed academic publications available in open access and written in English were reviewed, complying with the PRISMA protocol guidelines. They came predominantly from Europe, Asia, and Latin America, which allowed for a global perspective. Quantitative, qualitative, and mixed approaches were applied, highlighting the use of surveys, interviews, and bibliometric analysis. Factors affecting the adoption of precision agriculture by smallholder farmers, challenges for the implementation of technologies in rural contexts, and sociocultural barriers to technological innovation were evaluated. The trend focuses on the need for sound public policies, continuous training strategies, technological accessibility, and contextualized approaches to ensure effective technology adoption. In conclusion, a broad and critical overview of the advances, limitations, and challenges surrounding digital literacy and technology adoption is provided as a basis for an in-depth debate on the digital transformation of contemporary agriculture. Full article

In the current era of rapid technological change, where artificial intelligence and quantum computing are reshaping knowledge, quantum literacy in high schools is becoming increasingly relevant. An understanding of quantum science is now important for fostering future readiness to prepare students for the future, as it directly affects research, technology and innovation. Introducing quantum computing through educational tools and interactive platforms in schools will make quantum science accessible, equipping students with the necessary skills to understand and participate in future developments. This work investigates the necessity of quantum literacy among secondary education students, as well as their perceptions and understanding of basic concepts of quantum physics. Prior to data collection, students participated in two 90 min educational presentations that introduced fundamental principles of quantum physics through quantum computing and its applications, with an emphasis on cryptography and key distribution. Then, through the application of a specially designed questionnaire, data were collected from 78 students of different kind of schools and background and analyzed quantitatively and qualitatively. The results showed positive trends in students’ responses regarding their familiarity with quantum literacy and their understanding of fundamental principles such as superposition and entanglement. In addition, the analysis highlighted students’ interest in quantum computing and technology and its potential applications. This study highlights the need to integrate quantum literacy into the secondary education curriculum in order to foster scientific thinking and prepare students for the challenges of the quantum era. The educational intervention with the two presentations seemed to contribute positively to the development of students’ quantum literacy. Full article

This study explores the integration of 3D printing technology by adult learners in Greek Second Chance Schools (SCS), institutions designed to address Early School Leaving and promote Lifelong Learning. Grounded in constructivist and experiential learning theories, the research examines adult learners’ attitudes toward 3D printing technology through a hands-on STEM activity in the context of teaching scientific literacy. The instructional activity was centered on a physics experiment illustrating Archimedes’ principle using a multimodal approach, combining 3D computer modeling for visualization and design with tangible manipulation of a printed object, thereby offering both digital and Hands-on learning experiences. Quantitative data was collected using a structured questionnaire to assess participants’ perception toward the 3D printing technology. Findings indicate a positive trend in adult learners’ responses, finding 3D printing accessible, interesting, and easy to use. While expressing hesitation about independently applying the technology in the future, overall responses suggest strong interest and openness to using emerging technologies within educational settings, even among marginalized adult populations. This work highlights the value of integrating emerging technologies into alternative education frameworks and offers a replicable model for inclusive STEM education and lays the groundwork for further research in adult learning environments using innovative, learner-centered approaches. Full article

This work presents a system that integrates infrared thermography with two specially designed devices to enhance learning and promote sustainability awareness among 14-year-old secondary school students in Spain. An experimental and a control group were included in an experimental research design. While the control group attended conventional problem-solving classes, the experimental group participated in practical exercises utilizing thermographic cameras and two custom-built devices. Pretests and post-tests were administered to evaluate students’ theoretical and practical understanding of infrared radiation, physics, sustainability, and energy efficiency. A gender-based stratified analysis was conducted to investigate the possible impact of gender on learning outcomes and to obtain information for encouraging female participation in STEM professions to guarantee objective results. The results revealed statistically significant improvements in post-test scores compared to pretest results, demonstrating enhanced learning outcomes. The experimental group outperformed the control group, confirming the effectiveness of the innovative proposed methodology for learning complex scientific concepts. Additionally, students in the experimental group displayed high levels of curiosity, intrinsic motivation, and satisfaction, as observed through participant observation and a perception survey. While the survey indicated favorable responses regarding satisfaction, self-confidence, and learning, scalability received mixed opinions, potentially due to limited student familiarity with thermography’s broader applications. Overall, these findings underscore the potential of thermography as a powerful educational tool to improve scientific literacy and sustainability awareness. Future research should expand on this approach, exploring applications emphasizing critical thinking and problem-solving skills while leveraging thermographic technology to promote interdisciplinary learning. Full article

Introduction: With the emergence of the expert patient and the expansion of health literacy, the importance of planning and building health technologies aimed at teaching and training health professionals, especially nurses, due to their activities with patients in Primary Health Care, with the aim of meeting the real and constant demands of the expert patient, is evident. Methods: Methodological study with a quantitative approach. The course was constructed based on a scope review, scientific reference, and observational visits during the months of September 2021 and August 2022. For validation, an organized electronic form was used with general information about the research and items of the course constructed for later evaluation by the judges with the three-point Likert scale and with the application of the Delphi Technique between the months of September and October 2022; for the agreement of the judges, the Content Validation Coefficient > 0.8 was considered. Results: Based on the content selected in the scope review, the reference contribution, and the observational visits, the course was constructed. Nine judges participated in the validation stage in Delphi I with a total Content Validation Coefficient above 0.90 and with some suggestions for modifications and improvements pointed out by them. In Delphi II, six judges evaluated the course, resulting in a total Content Validation Coefficient of 0.99. Conclusions: The course developed was considered valid to support the training of Primary Health Care nurses in the formation of the expert patient, with a view to promoting patient autonomy in self-care management, optimizing Primary Health Care, and reducing unnecessary hospital admissions. Full article

The construction and development of digital infrastructure have emerged as a crucial indicator of national competitiveness, which holds significant importance in driving the sustained growth of the national economy and the comprehensive advancement of society. This paper explores the impact of digital infrastructure on farm households’ scale management, aiming to reveal the role and potential of digital technology in agricultural modernization. Additionally, it seeks to offer a scientific foundation for the government to formulate agricultural policies and advance agricultural modernization. Using the OLS (Ordinary Least Squares) model, moderating effect model, and other methods, this study investigates how digital infrastructure affects farm households’ scale management based on micro-level research data of 2510 farm households from the CRRS (China Rural Revitalization Survey). The following conclusions are drawn: Firstly, the enhancement of digital infrastructure can motivate farm households to expand the land management area and increase the unit output of land. Secondly, farm households’ digital literacy positively moderates the effect of digital infrastructure on their land unit output; moreover, digital skills training for farm households exhibits a positive moderating effect on the influence of digital infrastructure on their management area. Finally, there is a heterogeneity in the impact of digital infrastructure on farm households’ scale management. Specifically, the promotion of farm households’ scale management is stronger in plain areas and weaker in hilly and mountainous areas; stronger for middle-aged and older and small-scale farm households; and weaker for youth groups and large-scale farm households. Based on this, this paper suggests increasing the investment in digital infrastructure construction, improving farm households’ digital literacy, carrying out digital skills training, and formulating differentiated regional policies for reference. Full article

Background/Objectives: The use of digital technologies among children and adolescents has been increasing exponentially, raising concerns about the potential impacts on physical, mental, cognitive, educational, and social development. Understanding these effects is key to informing clinical and educational practices and public policies that promote digital wellbeing in childhood and adolescence. The main objective of this study was to map the latest available scientific evidence on the patterns of digital technology use by children and adolescents and its main impact, identifying risk factors, opportunities, and strategies for promoting digital wellbeing. Methods: A rapid review was carried out following the Joanna Briggs Institute (JBI) guidelines. Quantitative, qualitative, and mixed studies published between 2020 and 2025, in Portuguese or English, that addressed the use of digital technologies by children and adolescents were included. The assessment of methodological quality was based on JBI’s Critical Appraisal Tools. Results: Ten studies from diverse contexts showed an association between excessive screen time and risks of sedentary lifestyles, sleep disorders, anxiety, depression, attention difficulties, and low academic performance. Occasional benefits arose with adult mediation and educational use; parental mediation and socioeconomic background were key factors. Conclusions: The use of digital technologies is a complex and multifactorial phenomenon that requires integrated approaches; the promotion of digital literacy, public policies for equitable access to quality digital resources, and longitudinal and intercultural studies are recommended to clarify causal relationships and adapt interventions to local contexts. Full article

This study explores the integration of digital media tools—specifically TikTok, online press news analysis, and digital portfolios—into pre-service chemistry teacher education to enhance student engagement, foster conceptual understanding, and highlight the relevance of chemistry in society. The educational intervention involved 138 pre-service teachers who analysed digital news articles to reflect on the societal and environmental implications of chemistry, promoting media literacy and awareness of socioscientific issues. Additionally, they created short-form TikTok videos, using social media to communicate scientific concepts creatively and interactively. All participants compiled their work into digital portfolios, which served as both a reflective and integrative tool. A post-course Likert-scale questionnaire (N = 77) revealed high overall satisfaction with the methodology, with 94.8% valuing the news analysis activity and 59.7% finding TikTok particularly engaging. Despite some limitations regarding access to technical infrastructure, the findings indicate that incorporating Information and Communication Technology (ICT) in this manner supports motivation, meaningful learning, and the development of key teaching competencies. This case study contributes practical insights into ICT use in science education. Full article

The present research aims to contribute to the effective development of AI literacy and thus to its proper educational integration by investigating (i) the relationship between teachers’ AI literacy and digital competence and (ii) whether this relationship varies by gender, discipline, age, and teaching experience. This is the first large-sample study in Hungary to comprehensively analyze such relationships, based on a representative sample of 1103 teachers from 13 fields of education. After a theoretical grounding and literature review, the study describes the research methodology, analyzes the empirical results, and concludes. The research contributes to the AI literacy literature by providing empirical evidence from a previously understudied population—Hungarian university teachers—and by refining the understanding of the role of digital competence in the context of technological transformation. The findings highlight that the development of AI literacy does not require a one-size-fits-all approach but rather strategies tailored to the specific needs of target groups (e.g., gender, scientific fields, and experience levels). Full article

A citizen’s ability to thrive in today’s technologically advanced society necessitates robust and nimble scientific literacy. The development of such literacy is rooted in science instruction that engages students with appropriate cognitive tools that enable active knowledge construction through scientific practices. One such instructional approach with proven positive science learning outcomes is project-based learning. However, little is known about future teachers’ takeaways from participation in project-based learning science methods courses and how those takeaways connect to teachers’ developing pedagogical content knowledge. In this qualitative study, we examined pre-service teachers’ end-of-semester reflective blogs and identified the main themes and connections to the five dimensions of pedagogical content knowledge (PCK). Across three cohorts of pre-service science teachers, we found nine common themes connected to the four dimensions of PCK that involve teachers’ orientations towards science teaching, their knowledge of science curricula, instructional strategies, and students’ understanding of science. We found no prominent connections to the dimension that emphasizes a teacher’s knowledge of the scientific literacy assessment. These findings suggest the asymmetrical development of pre-service teachers’ PCK. Teacher educators should explicitly address the scientific literacy assessment and support pre-service teachers as they develop their knowledge of it. We discuss additional implications for research and practice. Full article