Search Results (1,047)

Background: Children with disabilities and special educational needs show heterogeneous developmental profiles that may be associated with executive functioning and family factors. This study examined functional developmental profiles in primary education and their associations with executive functions, behavioural indicators, and parental mental health. Methods: Participants were 106 children aged 6–12 years attending mainstream schools, including a subgroup with special educational needs. Parents completed the Developmental Profile-3 (DP-3) and a family mental-health record, while teachers completed the Screening of Emotional and Behavioural Problems in Children (SPECI) and Behaviour Rating Inventory of Executive Function-2 (BRIEF-2) based on structured ratings derived from daily interaction with the child. Correlational and regression analyses were conducted. Results: Executive functions—particularly working memory and planning/organisation—were consistently associated with global, adaptive, and social development. Parental overload showed negative associations with several developmental domains. Associations with behavioural indicators were modest. Conclusions: Developmental functioning in children with and without special educational needs is associated with executive functions and family factors as perceived by parents and teachers. Findings should be interpreted as relational and inform future assessment and inclusive educational planning. Full article

This study examines the profiles of secondary special education teachers regarding their readiness for inclusive teaching, with technology-enhanced practices operationalized through participation in STEAM-related professional development. A total of 323 teachers from vocational high schools and integration classes participated. Four indicators of professional preparation were assessed: years of teaching experience, formal STEAM training, exposure to students with special educational needs (SEN), and perceived success in inclusive teaching, operationalized as self-reported competence in adaptive instruction, classroom management, positive attitudes toward inclusion, and collaborative engagement. Cluster analysis revealed three distinct teacher profiles: less experienced teachers with moderate perceived success and limited exposure to students with SEN; well-prepared teachers with high levels across all indicators; and highly experienced teachers with lower STEAM training and perceived success. These findings underscore the need for targeted professional development that integrates inclusive and technology-enhanced pedagogy through STEAM and is tailored to teachers’ experience levels. By integrating inclusive readiness, STEAM-related preparation, and technology-enhanced pedagogy within a person-centered profiling approach, this study offers actionable teacher profiles to inform differentiated professional development in secondary special education. Full article

United Nations Sustainable Development Goal 4 advocates for equitable access to and participation in quality inclusive education for all learners. Inclusive education has gained worldwide recognition for promoting equity and social justice for students with special educational needs. Although the existing literature acknowledges the significant role of teachers’ intention and behaviour towards the successful implementation of inclusive education, this area is under-researched in Sub-Saharan countries, including Ghana. In this study, applying the theory of planned behaviour (TPB), 484 teachers at pilot inclusive schools completed an online survey assessing the factors predicting their intention and teaching behaviour towards inclusive education. A path analysis of the TPB variables revealed that only attitude and self-efficacy significantly predicted the teachers’ intention to teach in inclusive classrooms. Moreover, both self-efficacy and intention were found to significantly predict inclusive behaviour. This study’s findings will strengthen the national commitment to implementing inclusive education policy and guide future research aimed at improving and expanding inclusive education in Ghana. Full article

Background: Pathology education requires innovative experimental teaching approaches to enhance clinical competency. This study evaluated the integration of special staining techniques into pathology curricula to improve diagnostic confidence and practical skills. Methods: The reform involved 227 medical students, incorporating acid-fast, PAS, GMS, Congo red, and other special stains into laboratory sessions. Diagnostic confidence was surveyed, and theoretical and practical exam scores were compared with 180 students from a previous grade. Statistical analysis was performed using GraphPad Prism 7.0. Results: Practical exam scores significantly improved (86.0 ± 17.2 vs. 82.2 ± 18.9, p < 0.001), while theoretical scores remained unchanged. Diagnostic confidence strongly correlated with morphological recognition, particularly for acid-fast and fungal stains. Student feedback noted challenges such as staining artifacts. Conclusion: Integrating special staining enhances practical skills and diagnostic confidence, effectively bridging basic and clinical training. Expanding such modules is recommended to advance competency-based medical education. Full article

School leaders are central to addressing educational inequality by fostering inclusion and belonging within their school communities. In fast-growth educational environments where enrollment surges and demographic shifts outpace resource capacity, school leaders face complex challenges in developing inclusive structures and cultures for students with disabilities. In this qualitative case study, the authors examined how 18 principals across PreK-12 grade levels in three rapidly expanding Texas districts conceptualized and enacted inclusive leadership. Thematic analysis of semi-structured interviews and focus groups revealed that while principals believed all students are capable of learning, they defined inclusion philosophically but implemented pragmatically limited notions of inclusion shaped by their districts’ organizational structures and continuum of services approaches to special education. Findings illustrate that fast-growth contexts amplify tensions between compliance and care, as school leaders balance external accountability and resource constraints with efforts to cultivate school cultures grounded in empathy, relationships, safety, and belonging. The study presents a complicated picture of how principals navigate pragmatic constraints while pursuing inclusive practices for students receiving special education services. Inclusive educational leadership in fast-growth school environments is more likely to occur when leaders reframe inclusion not as placement, but as a shared commitment to recognizing every student’s capability within a responsive community. Full article

The current study explores the social experiences of adolescent and transition-age youths with intellectual disabilities (IDs) and the support mechanisms available to these groups in Saudi Arabia. This study adopts a qualitative methodology with a semi-structured interview constituting the data collection method involving 13 parents with children aged between 11 and 19 years, a critical adolescent period and transition to early adulthood. The results suggest that family, caregivers, community, friendships, and healthcare providers play important roles that impact the quality of life for these groups. The main challenges identified include health-related issues, employment challenges, educational barriers, insufficient services, inadequate community participation, and limited social relationships, with special emphasis on obstacles linked to transition during the 18 to 19-year period when youths must navigate transfers from pediatric to adult services and changes associated with legal rights. This study highlights several reasons it is important to increase awareness and education, while also continuing to improve support systems aimed at dealing with both transition challenges and adolescent needs. The results further illustrate that although support from family provides the foundation for care, systemic changes are needed to promote social inclusion and reduce stigma during critical development periods. The current study contributes to the limited research related to IDs in the context of the Middle East, with special reference to Saudi Arabia. Finally, the discussion highlights several insights that are culturally specific for the development of policy and provision of services associated with the transition from adolescence to early adulthood. Full article

The “International Classification of Functioning, Disability and Health (ICF)” frames disability as an interaction between individual functioning and contextual factors, promoting participation over deficit-based models. In Portugal, the ICF was mandatory for eligibility decisions between 2008 and 2018 and remains a conceptual reference in inclusive education. However, little is known about teachers’ attitudes toward its use. This study explored Portuguese teachers’ attitudes toward (a) inclusion of students with “special educational needs (SEN)” and (b) the ICF as a framework for educational planning. A cross-sectional online survey was conducted with 417 public-school teachers working across all levels of compulsory education, from pre-school to secondary education. The questionnaire assessed six indicators of inclusion attitudes and a validated 27-item ICF Attitudes Scale. Data were analyzed using descriptive and correlational procedures. Teachers expressed strong support for participation in school life and selective academic integration, while rejecting full-time placement for all SEN students. Attitudes toward the ICF were generally positive, highlighting its perceived usefulness for planning and identifying barriers. Professional background variables showed only weak associations with these attitudes. Teachers value inclusive participation and recognize the ICF’s potential, but practical implementation depends on time, resources, and collaboration. Findings underscore the need for practice-based professional development to strengthen inclusive education. Full article

Background: Maternal vitamin D status during pregnancy has been hypothesized to influence offspring neurodevelopment; however, the evidence remains inconsistent. Methods: We studied 66 mother–child pairs from the KLOTHO cohort with serum 25-hydroxyvitamin D [25(OH)D] measurements at delivery (maternal and umbilical cord). At 10 years of age, neurodevelopment was assessed using standardized questionnaires, generating composite z-scores for cognitive (cognitive, communication, motor) and psychosocial (social–sentimental, special interests) domains. Multivariable models were adjusted for sex, maternal body mass index and education, and neonatal birth weight and gestational age. Results: Maternal 25(OH)D deficiency (<50 nmol/L) was not associated with cognitive composite scores (p = 0.77). The psychosocial composite scores showed a non-significant negative trend (p = 0.29). Neonatal deficiency showed no consistent association with cognition (p = 0.99) or psychosocial outcomes (p = 0.30). Exploratory partial correlations suggested a positive association between maternal 25(OH)D and psychosocial development (r = 0.60, p = 0.038, n = 12). Seasonal variation in maternal vitamin D was observed (autumn: 56.0 ± 24.6 vs. winter: 32.0 ± 18.3 nmol/L; p < 0.0001), but did not translate into differences in 10-year outcomes. Conclusions: In this cohort of 66 pairs, perinatal vitamin D status was not a determinant of global cognition at 10 years of age. A potential link with psychosocial development requires replication in larger longitudinal studies. Due to the limited sample size, all findings should be interpreted as exploratory. Full article

Cultural ecosystem services (CESs) play a critical role in urban residents’ well-being, yet conventional evaluations rely heavily on green-space area and overlook how facility quality and basic services influence the delivery of actual cultural benefits. To address this methodological gap, this study develops a three-tier evaluation framework—service potential, actual supply capacity, and actual service utility—to quantify multistage attenuation in CES provision across 95 parks in seven central districts of Shenyang, China. The framework integrates 114 quantitative and qualitative indicators from field surveys, national facility standards, and perception-based assessments, enabling a scientifically robust and replicable assessment of how cultural benefits are transformed from ecological structure to human experience. Results reveal that single-index, area-based assessments substantially overestimate CES supply: district-level supply–demand ratios drop from 66 to 195% to only 11–55% once quality and basic services are incorporated. Comprehensive and special parks retain the highest CES potential, whereas community and linear parks undergo significant losses due to aging facilities, insufficient maintenance, and inadequate infrastructure. Education and cultural services exhibit the most severe shortages, with deficits reaching 59–84%, underscoring structural limitations in learning-oriented spaces. By distinguishing structural (quantity), functional (quality), and experiential (basic service) constraints, the framework provides clear diagnostic guidance for targeted planning and management. Its multistage structure also reflects broader principles of sustainable urban development: improving CES requires not only expanding ecological elements but also enhancing service quality, strengthening infrastructure, and promoting equitable access to cultural benefits. The framework’s generalizability makes it applicable to high-density cities worldwide facing land scarcity and green-space inequality, supporting efforts aligned with SDG 11 to build inclusive, resilient, and culturally vibrant urban environments. Full article

Forests play a central role in biodiversity conservation, climate mitigation, and sustainable development, requiring highly skilled professionals trained through effective graduate education. Grounded in Comparative Education Theory, this study conducts a comparative analysis of ten flagship forestry graduate programs across developed and developing countries, examining how institutional characteristics influence curriculum design, professional preparation, and student outcomes. Using a structured document review of program handbooks, curriculum guides, faculty profiles, and sectoral reports from 2015 to 2025, the study analyzes six dimensions of program design: curriculum structure, faculty and research capacity, industry engagement, infrastructure resources, funding models, and international partnerships. Findings reveal substantial variation across institutions. Programs in developed countries often benefit from stronger research environments, diversified funding, and well-established collaborations with industry and government agencies. Several developing-country programs face constraints related to funding, infrastructure, and technological capacity, yet demonstrate strengths in traditional ecological knowledge and community-based training. Across cases, graduate employment outcomes are shaped by sectoral dynamics, program specialization, and opportunities for experiential learning. The study highlights institutional and not national patterns and emphasizes that broader generalizations require larger, more representative datasets. Insights may inform program enhancement, capacity development, and future research on global forestry education. Full article

Biological samples of non-human origin, commonly encountered in wildlife crime investigations, present distinct challenges regarding forensic DNA analysis efforts. Although the types of samples encountered in human identity testing can vary to some degree, analyzing DNA from one species is facilitated by unified processes, common genetic marker systems, and national DNA databases. In contrast, non-human animal species identification is confounded by a diverse range of target species and a variety of sampling materials, such as feathers, processed animal parts in traditional medicine, and taxidermy specimens, which often contain degraded DNA in low quantities, are contaminated with chemical inhibitors, and may be comingled with other species. These complexities require specialized analytical approaches. Compounding these issues is a lack of validated non-human species forensic sampling and typing kits, and the risk of human DNA contamination during evidence collection. Markers residing on the mitochondrial genome (mtDNA) are routinely sought because of the large datasets available for comparison and their greater sensitivity of detection. However, the barcoding results can be complicated at times for achieving species-level resolution, the presence of nuclear inserts of mitochondrial DNA (NUMTs), and the limitation of mtDNA analysis alone to detect hybrids. Species-specific genetic markers for identification have been developed for a few high-profile species; however, many CITES (Convention on International Trade in Endangered Species of Wild Fauna and Flora)-listed organisms lack specific, validated forensic analytical tools, creating a significant gap in investigative enforcement capabilities. This deficiency stems in part from the low commercial nature of wildlife forensics efforts, a government research-driven field, the difficulty of obtaining sufficient reference samples from wild populations, limited training and education infrastructure, and inadequate funding support. Full article

Background/Objectives. ICD–11 classifies burnout as a work-related issue arising from chronic workplace stress that has not been successfully managed. According to the Job Demands/Resources Model, job demands represent sources of stress and job resources may buffer the impact of job demands on job strain. Since every profession has its specific spectre of work demands/resources related to stress development, the aim of this study was to examine a model predicting workplace burnout dimensions (emotional exhaustion—EE, depersonalisation—DP, personal accomplishment—PA) in special educational needs (SEN) and general education (GE) teachers, with job demands representing potential “risk factors” and job resources potential “protective factors”. Methods. The study involved 116 SEN teachers from eight primary schools for children with learning difficulties and a sample of 145 teachers from general primary schools in the Belgrade region, which was balanced according to the representation of the main demographic variables in the SEN group. The Maslach Burnout Inventory and Job Characteristics Questionnaire were the instruments employed. Results. No difference was found between SEN and GE teachers in the intensity of burnout dimensions. In the SEN group, Changes were the predictors of all three burnout dimensions, Work environment for EE and DP, Emotional demands and Support from colleagues for EE, Cognitive/Quantitative for PA, and Job control for PA. Concerning the GE group, Support from colleagues predicted all three dimensions, Job control EE and DP, Cognitive/Quantitative DP and PA, Changes DP, and Role conflict and Seniority EE. Conclusions. The results of the study provide a foundation for further testing of a hypothetical predictive model of burnout with job demands as direct predictor and job resources as mediators of this relation. Full article

While blended learning facilitates digital literacy development, the specific design models and student factors contributing to this process remain underexplored. This study examined the relationship between various blended learning design models and digital literacy skill acquisition among 106 upper-secondary Vocational Education and Training (VET) students. Relationships among student activities, digital competencies, and prior blended learning experience were analyzed. Engagement in collaborative, task-based instructional designs—specifically collaborative projects and regular quizzing supported by digital tools—was positively associated with digital competence. Conversely, passive participation in live sessions or viewing pre-recorded videos exhibited a comparatively weaker association with competence development. While the use of virtual/augmented reality and interactive video correlated positively with digital tool usage, it did not significantly predict perceptions of online safety or content creation skills. Students with prior blended learning experience reported higher proficiency in developmental competencies, such as content creation and research, compared to their inexperienced peers. Cluster analysis identified three distinct student profiles based on technical specialization and blended learning experience. Overall, these findings suggest that blended learning implementation should prioritize structured collaboration and formative assessment. Full article

This study analyzes the profile of candidates enrolling in Alternative Certification Programs (ACP) in Bosnia and Herzegovina—specialized programs in pedagogical, psychological, didactic, and methodological education for graduates of non-teaching faculties to obtain a teaching qualification. Using the Dual Labor Market Theory (DLMT) as a framework, the research examines structural factors and systemic challenges shaping these career paths. It explores whether teaching in Bosnia and Herzegovina serves as a “safe haven” or an alternative career for highly educated individuals, and considers implications for the feminization of the profession and education quality. The study is based on demographic and educational data of ACP participants, including age, gender, previous academic background, and institution attended. Findings indicate that the typical participant is a woman under 30, often graduating from a public university in technical or social sciences. Results suggest that teaching is frequently chosen for employment stability and security rather than vocational calling, consistent with DLMT. These insights offer a better understanding of labor market dynamics and have implications for teacher recruitment, retention, and professional development policies in Bosnia and Herzegovina. Full article

Designed as a comprehensive and innovative approach, the Observatory for Academic Success (OPSA 2.0) of the Polytechnic University of Leiria (IPLeiria), Portugal, aims to enhance academic success and reduce dropout rates, addressing the growing diversity of student profiles in higher education. Through a multi-dimensional framework, OPSA 2.0 is structured around seven pillars: a Mentoring Program; a Tutoring Program; a Pedagogical Training and Development Program; a Special Learning Support Program; an Academic Success Platform; a Together with the Community Program and a Coordination, Communication, Interaction, and Dissemination Program, ensuring the management and execution of OPSA 2.0 while promoting its activities, engagement, and results. OPSA 2.0 positions itself as a benchmark in pedagogical innovation, by integrating technology, pedagogy, and institutional collaboration, offering a holistic and transformative approach to supporting student achievement and mitigating early academic disengagement. By bridging theory and practice, this article presents the design of the OPSA 2.0 project, outlining its methodological framework, objectives, and core strategic axes. Full article