Search Results (789)

This study aimed to examine reading interest profiles among preservice Chinese language teachers and related factors making them begin to like or dislike reading. In total, 321 college students majoring in Chinese language education in elementary and secondary schools participated in this study and completed a reading interest questionnaire. The questionnaire contains one close-ended question asking about their reading interest levels across seven periods (from preschool to college) and three open-ended questions asking about the reasons influencing their reading interest levels. Latent profile analysis (LPA) was used to identify reading interest profiles, and qualitative analysis was used to examine factors influencing their reading interests. The LPA results revealed three profiles, namely, mountain (up-down), valley (up-down-up), and upslope (up). The qualitative analysis revealed that motivators encouraging students to read included literacy sponsors, improved reading ability, reading time, extrinsic motivators, curiosity and desire for knowledge, access to reading, discovery of preferred texts, and relief from academic stress and relaxation. By contrast, barriers associated with the decline in reading interest included academic burdens and pressure, the availability of alternatives, a lack of reading ability, a loss of reading autonomy, a lack of literacy sponsors, limited access to reading, and inappropriate texts. Literacy researchers and educators should listen to students’ voices, understand their reading experiences, and consider developing appropriate intervention programs for literacy at different periods. Full article

Eurocentric portrayals of Africa remain entrenched in European educational systems, perpetuating stereotypes of poverty, primitiveness, and exoticism. This study investigates how such representations are mirrored in German students’ mental conceptions and how they are interpreted by future educators. Using an interpretivist qualitative design, the study analyzes open-ended responses from 41 Grade 5 and 7 pupils at a lower secondary school in Münster, Germany, and written reflections from 17 teacher trainees enrolled in a master’s course in geography education. Thematic analysis reveals five dominant pupil schemas: poverty and deprivation, environmental determinism, racialization and othering, infrastructural deficit, and the wildlife-tourism gaze, rooted in media, textbooks, teachers, and social networks. Teacher trainees’ reflections ranged from emotional discomfort to critical awareness, with many advocating pedagogical pluralism, the normalization of African modernity, and the cultivation of critical consciousness. However, most proposals remained reformist, lacking a deep epistemological critique. The findings highlight the urgency of integrating decolonial theory, postcolonial critique, and epistemic justice into teacher education. Without such structural reorientation, schools will risk reproducing the very global hierarchies they purport to challenge. Full article

The purpose of this study was to analyze the impact of organizational culture on knowledge management in public elementary, secondary, and middle schools in the department of Caquetá, Colombia, based on the perceptions of managers, teachers, and administrative staff. A quantitative and correlational scope approach methodology was applied through a confirmatory factor analysis based on the use of structural equations in the SMARPLS software versión 4.0.9.7. The population under study comprised teachers, managers, and administrative staff, with a total of 362 respondents belonging to these public educational institutions. Evaluating the fundamental components of the studied constructs made it possible to show the significant influence of organizational culture on knowledge management, in which a well-structured culture takes institutional objectives that improve the processes of the creation, storage, and dissemination of knowledge into account, thus ensuring the sustainability and operational efficiency of the institution. In the specific context of the education sector, the impact and contributions of this research can be significant and timely for planning educational management in public elementary, secondary, and middle schools based on the recognized importance of knowledge management for public policy. In addition, educational institutions can be studied using theories that are usually applied in the business context, thus enhancing replicability, not only from the perspectives of education and pedagogy but also from an administrative point of view. Full article

Digital competence refers to the integration of digital technology in teaching and learning, as outlined in the national curriculum of Estonia for upper secondary schools. This study presents original research findings on Estonian science teachers’ use of digital tools and materials, their digital competence, and the main benefits and challenges they face. The findings emphasize the need for continued professional development, accessible digital resources, and equitable digital infrastructure to maintain Estonia’s leadership in digital science education. A survey of 58 secondary school science teachers revealed that computers (desktops, laptops, and tablets) are the primary digital tools used. The article explores digital literacy advancements in secondary science education, research methodologies used to assess digital tool usage, and key findings from recent studies. However, challenges such as digital equity, technological barriers, and digital fatigue persist. Additionally, discrepancies were found in teachers’ responses regarding digital tool effectiveness, implementation strategies, and perceived barriers. While some teachers reported a successful integration and improved student outcomes, others highlighted difficulties in aligning digital resources with curriculum requirements and pedagogical approaches. Full article

This study examines how teacher–student relationships and school engagement change across online and in-school learning, based on the experiences of 105 cross-regional secondary vocational students in China. Using questionnaire surveys, the study explores students’ perceptions and learning needs in both settings. The findings confirm that teachers play a consistently positive role in promoting student engagement across both online and in-school learning modalities. While affective engagement was higher during online learning, driven by stronger teacher responsiveness and improved student–teacher relationships, students reported increased pride in their schools after returning home, reflecting a renewed appreciation. In-school learning was associated with higher behavioral engagement and greater motivation, despite tensions over intensified academic tasks. Online learning facilitated cognitive engagement through easier vocabulary searches; nevertheless, poor home environments reduced motivation. Enhancing engagement may require offering students autonomy, valuing their input, and clarifying the relevance of the learning content. Full article

This study examines how Ontario’s Health and Physical Education curriculum addresses the needs of young adults with disabilities. A total of 54 individuals aged 18–35 years old with developmental, learning, or physical disabilities who had completed secondary school in Ontario participated in a cross-sectional mixed-methods survey. Participants were recruited through disability-focused community networks and a university psychology participant pool. They completed the Sex Education subscale of the Sexual Knowledge, Experience, Feelings and Needs Scale, a 35-item sexual knowledge questionnaire, and open-ended questions. Quantitative data were analyzed using descriptive statistics and independent samples t-tests; qualitative responses were examined using thematic analysis. Participants reported limited factual knowledge, minimal classroom representation, and heavy reliance on independent learning. Barriers included inaccessible materials, teacher discomfort, and the absence of disability narratives in sexuality units. Findings point to three priorities: revising curriculum content, expanding educator training, and creating disability-affirming resources. These measures will help ensure comprehensive and rights-based sexuality education that supports the autonomy and well-being of students with disabilities. Full article

This study explores how to support Turkish–American secondary school students to co-develop covariational reasoning (CR) and representational fluency (RF) in solving contextually based quadratic function tasks in an after-school community center learning setting. We conducted a teaching experiment (n = 8) at a community center. Ongoing and retrospective analyses of classroom interaction and video transcripts revealed a culturally inclusive mathematics learning environment framework with several intertwined components: co-developing CR and RF and community-based practices. This study provides evidence that students coordinate symbolic, tabular, and graphical representations, which not only deepen their understanding of how quantities change in relation to one another but also enable them to interpret and construct representations in increasingly flexible ways. This reciprocal process of co-developing CR and RF allowed students to recognize and express quantitative relationships as meaningful functional relationships, demonstrating a dynamic interplay between reasoning about change and fluency across representations. This study situates learning within culturally inclusive learning environments and acknowledges the reflexive positionality of the teacher–researcher in relation to students. We highlight how shared community-based practices can enhance mathematics teaching and learning. Full article

The growing integration of technology in education has heightened awareness of global risks, such as the spread of disinformation. This awareness is vital for fostering the well-being of individuals, especially teenagers, by promoting critical thinking and responsible digital practices. By cultivating these skills, sustainable education empowers individuals to identify potential threats, protect themselves, and advocate for informed, positive change. As part of a European project, this study aims to analyze the current level of awareness among secondary school students (12 to 17) and their teachers. Differences between both are analyzed in how they deal with disinformation in terms of (1) perceptions, (2) feelings and practices, and (3) knowledge and management. A quantitative approach was adopted for this study, which surveyed 1186 minors and 166 teachers. The analysis was based on non-parametric statistics; the Mann–Whitney U statistic was applied as the appropriate measure for comparing independent samples (teachers and students) with a non-normal distribution (p < 0.05). The results were surprising in that they highlighted that minors were more expert than expected in their use of technology and their awareness of the risks of disinformation. These conclusions make it clear that technological tools have the potential to raise awareness of the dangers of disinformation and improve the sustainability of education. Full article

The rapid secularisation of society has made the work of religious education in Catholic secondary schools increasingly difficult. Contemporary RE teachers are often faced with wildly disparate knowledge and interest levels in their classrooms, to say nothing of their own religiosity. Many systems focus on new curricula, new forms of professional development opportunities, or tertiary courses as a means of enriching what is happening in the classroom. This article examines the approach developed in a small rural diocese in accompanying the RE teachers working in its five secondary schools. It is an accompaniment model that is grounded in the theological and pedagogical insights of Luigi Giussani and adapted to the realities of contemporary education in an Australian setting. The results are a surprising proliferation of enrichment and innovation that can be immediately shared with students in each RE classroom. Moreover, accompaniment offers a more sustainable, agile, and targeted mode of supporting the evangelising work of RE teachers working in Catholic secondary schools. Full article

Most studies on educational sustainability focus on higher education institutions, while secondary schools, especially in the Global South, are still rarely researched. This study evaluates the sustainability performance of SMAN 21 Bekasi, a public school in urban Indonesia, by adapting the triple bottom line (TBL) framework through a quantitative rapid appraisal (RAP) approach. A total of 105 school stakeholders, consisting of teachers, principals, students, and school committees, assessed the performance based on economic, social, and environmental dimensions. The results showed that the social dimension achieved a moderately sustainable score of 62.57, while the environmental dimension scored 54.56, and the economic dimension scored only 41.46, indicating low sustainability performance. This finding challenges the assumption in the previous literature that sustainability models developed in higher education can be directly applied in secondary schools, especially in the context of educational institutions in the Global South that face various structural limitations such as lack of autonomy, access to resources, and basic infrastructure. This study offers an adaptive and contextual sustainability evaluation model based on RAP-TBL, which can be used for benchmarking between schools, as well as extending theoretical and practical contributions in the framework of sustainable education towards achieving SDG 4 and SDG 12. Full article

Over a three-year R&D project, the perception of mobile phone use in Spanish secondary schools shifted from initial tolerance to increasingly prohibitive policies. Drawing on the Actor–Network Theory, this study examines how mobile phones—alongside institutional discourses and school and family concerns—acted as dynamic actants, shaping public and political responses. The research adopted a qualitative design combining policy and media document analysis, nine semi-structured interviews with key stakeholders, ten regional case studies, and twelve focus groups. The study concluded with a public multiplier event that engaged the broader educational community. The Madrid region, among the first to adopt a restrictive stance, contributed two school-based case studies and three focus groups with teachers, students, and families. Findings suggest that the turn toward prohibition was motivated less by pedagogical evidence than by cultural anxieties, consistent with what it conceptualizes as a techno-pessimistic shock. This shift mirrors the historical patterns of societal reaction to disruption and technological saturation. Rather than reinforcing binary framings of promotion versus prohibition, such moments invite critical reflection. The study argues for nuanced, evidence-based, and multilevel governance strategies to address the complex role of mobile technologies in education. Full article

Teacher mental health is a growing concern in educational and public health systems worldwide. This meta-analysis systematically examines the relationship between teacher self-efficacy—a core construct in social cognitive theory—and job satisfaction, both considered crucial indicators of occupational well-being. A total of 39 studies involving teachers across 18 countries were analyzed, yielding a significant positive correlation between self-efficacy and job satisfaction (r = 0.41, p < 0.001), with notable heterogeneity (I² = 97%). Subgroup analyses revealed that the relationship was significantly stronger among teachers in high school and post-secondary contexts, and in studies conducted in Southern Hemisphere countries, highlighting the role of contextual and systemic moderators such as educational level and geographic inequality. The findings underscore the need for school- and policy-level interventions that bolster teachers’ self-efficacy through professional development, emotional support, and improved working conditions. Such interventions are essential not only for enhancing job satisfaction and reducing attrition but also for promoting the psychological resilience and well-being of the global teaching workforce. The study provides evidence-based insights into education and health policymakers aiming to support teacher retention and mental health through scalable, targeted initiatives. Full article

This article presents a comparison of two qualitative case studies. The first case study is a partnership group involving two urban secondary school teachers working with one engineer and one education faculty member where they implemented several science, technology, engineering, and mathematics (STEM) lessons over the course of an academic year. The second case study is a partnership group involving undergraduate college students working together to build a data collection device attached to a high-altitude balloon to answer a scientific question or solve an engineering problem and translate the project into engaging lessons for a K-12/secondary student audience. The studies employed a socio-cultural theoretical framework as the lens to examine the individuals’ perspectives, experiences, and engineering meaning-making processes, and to consider what these meant to the partnership itself. The methods included interviews, focus groups, field notes, and artifacts. The analysis involved multi-level coding. The findings indicated that the strength of the partnership (pre, little p, or big P) among participants influenced the strength of the secondary engineering lessons. The partnership growth implications in terms of K-12/secondary and collegiate engineering education included the engineering lesson strength, partnership, and engineering project sustainability The participant partnership meanings revolved around lesson creation, incorporating engineering ideas into the classroom, increasing communication, and increasing secondary students’ learning, while tensions arose from navigating (not quite negotiating) roles as a team. A call for attention to school–university partnerships and the voices heard in engineering partnership building are included since professional skills are becoming even more important due to advances in artificial intelligence (AI) and other technologies. Full article

This study explores teachers’ understanding and implementation of inclusive education in a rural mainstream secondary school in Limpopo Province, South Africa. Grounded in the inclusive pedagogy framework, the research employed a qualitative approach, combining classroom observations and semi-structured interviews with three purposively selected teachers. Findings revealed a significant disconnect between teachers’ conceptual support for inclusion and their classroom practices, which remained largely traditional and undifferentiated. Teachers expressed narrow or fragmented understandings of inclusion, often equating it solely with disability integration, and cited systemic barriers such as overcrowding, rigid curricula, and inadequate training as key challenges. Despite emotional discomfort and pedagogical insecurity, participants demonstrated a willingness to adopt inclusive strategies if provided with contextualised professional development and systemic support. The study underscores the need for strengthened pre-service and in-service teacher training, curriculum flexibility, and resource provision to bridge the policy-practice gap in rural inclusive education. Recommendations include collaborative learning communities, stakeholder engagement, and further research to advance equitable implementation. Full article

In addition to recruiting new staff, retaining qualified teachers and supporting their mental well-being are becoming key priorities in German schools. One crucial factor associated with well-being is the use of emotion management. Given the emotional demands of the teaching profession, this study examines teachers’ strategies to manage their work-related emotions and the role of school-based support in maintaining mental health. The analysis is based on interviews with 51 primary and secondary school teachers in Germany, using thematic analysis following Braun and Clarke. The results indicated that teachers employed various strategies to manage their emotions. In classroom settings, suppression—a response-focused strategy—was frequently used. Outside the classroom, teachers tended to seek emotional relief through attentional shifts and conversations with colleagues or family, which offer reassurance, cognitive reframing, and emotional release. The findings underscore the importance of a supportive school culture characterized by collegial exchange, supervision, counseling, and committed leadership. Such environments can reduce emotional strain and contribute significantly to teachers’ well-being. Implementing opportunities for consultation and collegial case discussion during working hours may represent a valuable investment in teacher retention, particularly in times of teacher shortages. Full article