Search Results (944)

This study explores the perceptions of future educators, specifically Early Childhood Education students at the Universities of Cádiz and Gdansk, regarding the interconnections between critical thinking and sustainability. The work aims to provide valuable insights into general teacher training, examining how these students’ experiences are contextualized within their respective educational systems and cultural contexts. To achieve this, eleven group interviews (three in Cádiz, eight in Gdansk) were conducted using a structured and expert-validated script. The transcribed data were qualitatively analyzed using QDA MINER v.6 software. Key findings reveal divergent perceptions of critical thinking among pre-service teachers: while Spanish students leaned towards a subjective understanding, Polish students emphasized an objective, data-driven approach. This distinction has significant implications for the conceptualization and teaching of critical thinking in educator training. Despite these differences, both groups of participants highlighted the necessity of implementing active methodologies in higher education (such as cooperative learning, problem-solving, and debates) to foster critical thinking, both for their own development and for preparing for their future practice with young children. This study also identified an excessive emphasis on theoretical aspects of sustainability in these future teachers’ training and a limited understanding of their practical application in the classroom. Furthermore, explicit connections between critical thinking and sustainability were scarce in student responses, highlighting a gap in current educator training in these areas. Collectively, the results suggest significant weaknesses in current teacher training efforts regarding the development of critical thinking and its effective integration with sustainability competencies. Full article

The problem associated with the manifestation of burnout syndrome is the subject of ongoing interest. In recent years, occupational burnout has been actively studied among professionals in the helping professions (teachers, physicians, social workers, psychologists, prison officers, etc.). However, the phenomenon has been poorly studied among freelancers. Therefore, the aim of this study is to fill this gap by determining the level of burnout syndrome among Bulgarian freelancers and investigate the influence of some work environment factors on professional burnout in the sample. A survey of 1138 freelancers was carried out using the Burnout Self-Assessment Questionnaire developed by Maslach and a questionnaire developed in-house to explore the factors of the occupational environment and ask questions related to socio-demographic factors. Hypotheses are tested using correlation analysis and structural equation modelling. The study reveals high levels of emotional exhaustion (40.91%, n = 484). High values on the scale of depersonalization were reported for 26,3% of the respondents (n = 311). Only 3.1% of the respondents (n = 37) had high values on the reduced personal accomplishment scale. The high levels of burnout among freelancers could be influenced by the specific characteristics of their work environment and the nature of their tasks. Full article

Racket sports are very popular not only in professional sports but also among recreational players. As a result, their impact on the field of education has grown significantly in recent years. Table tennis (TT) offers significant advantages in terms of skill acquisition and health improvement. Nevertheless, its application within physical education (PE) curricula remains undetermined. The aim of this systematic review was to analyze the use of TT as educational content in the subject of PE in primary school. The PRISMA 2020 methodology was used to conduct the systematic review. Six databases (ERIC, Pubmed, ScienceDirect, Scopus, Sport Discus, and Web of Science) were used during the search process. The search cutoff date was December 31, 2024. After applying the eligibility criteria, 3595 articles were found. Only seven studies were selected for the final analysis and the data included 1526 students from primary school. The results indicate that TT is rarely used in primary education during PE classes. Research indicates interest among teachers and students in playing it during PE. Furthermore, due to the benefits, motivation, and interest this sport generates, educational experiences have been developed, such as roundtable discussions, table top tennis, balloon TT, and TT triathlon. A lack of materials, facilities, and teacher training for teaching this sport is notable. The teaching experiences analyzed in this review confirm that TT is a highly versatile and interesting sport as a subject matter in school PE. The use of TT allows for innovative, comprehensive, and inclusive PE, thanks to the sport’s multiple possibilities. Given its adaptability and low entry barrier, TT could serve as an effective tool for increasing children’s physical activity levels, improving motor skills, and fostering social–emotional development. However further research is needed to quantify its impact on health outcomes such as cardiovascular fitness or obesity prevention. Full article

Despite the increasing number of studies indicating that generative artificial intelligence is conducive to cultivating college students’ critical thinking skills, research on the impact of college students’ use of generative artificial intelligence on their critical thinking skills in an open learning environment is still scarce. This study aims to investigate whether the use of generative artificial intelligence by college students in an open learning environment can effectively enhance their critical thinking skills. The study is centered around the following questions: Does the use of generative artificial intelligence in an open learning environment enhance college students’ critical thinking skills (what)? What is the mechanism by which the use of generative artificial intelligence affects college students’ critical thinking (how)? From the perspective of self-regulated learning theory and learning motivation theory, what are the reasons for the impact of generative artificial intelligence on college students’ critical thinking skills (why)? To this end, the study employs questionnaires and interviews to collect data. The questionnaire data are subjected to descriptive statistical analysis, correlation analysis, multiple stepwise regression analysis, and mediation effect analysis. Based on the analysis of interview materials and survey questionnaire data, the study reveals the impacts and mechanisms of college students’ use of generative artificial intelligence tools on their critical thinking skills. The findings of the study are as follows. First, the frequency of artificial intelligence use is unrelated to critical thinking skills, but using it for reflective thinking helps to develop critical thinking skills. Second, students with strong self-regulated learning skills are more likely to use generative artificial intelligence for reflective thinking and achieve better development in critical thinking skills. Third, students with strong intrinsic learning motivation are more likely to use generative artificial intelligence for reflective thinking and achieve better development in critical thinking skills. Consequently, the article analyzes the reasons from the perspectives of self-regulated learning theory and learning motivation theory and offers insights into how to properly use generative artificial intelligence to promote the development of critical thinking skills from the perspectives of higher education institutions, college teachers, and college students. Full article

This paper presents a qualitative case study on the design, implementation, and validation of the Art Nouveau Path, a mobile augmented reality game developed to foster sustainability competences through engagement with Aveiro’s Art Nouveau built heritage. Grounded in the GreenComp framework and developed through a Design-Based Research approach, the game integrates location-based interaction, narrative storytelling, and multimodal augmented reality and multimedia content to activate key competences such as systems thinking, futures literacy, and sustainability-oriented action. The game was validated with 33 in-service schoolteachers, both through a simulation-based training workshop and a curricular review of the game. A mixed-methods strategy was used, combining structured questionnaires, open-ended reflections, and curricular review. The findings revealed strong emotional and motivational engagement, interdisciplinary relevance, and alignment with formal education goals. Teachers emphasized the game’s capacity to connect local identity with global sustainability challenges through immersive and reflective experiences. Limitations pointed to the need for enhanced pedagogical scaffolding, clearer integration into STEAM subjects, and broader accessibility across technological contexts. This study demonstrates that these games, when grounded in competence-based frameworks and inclusive design, can meaningfully support multimodal, situated learning for sustainability and offer valuable contributions to pedagogical innovation in Education for Sustainable Development. Full article

Students with special needs often require more assistance and attention to meet their educational needs. However, schools frequently grapple with a critical shortage of special education teachers and support staff. This shortage of special education teachers can result in limited resources for general and subject teachers (e.g., math, science), making it challenging to provide individualized support to students with special needs. Specifically, subject teachers may struggle to design effective curricular content modifications and accommodations for such students without the guidance and suggestions of special education teachers. Artificial Intelligence (AI) technologies can provide some support for teachers and schools in meeting the needs of students with special needs. Also, AI may help reduce teachers’ workload. In this technology review, we assess the capabilities of Magic School AI (MSAI) in providing accommodations and modifications to assist teachers in streamlining their workload and fostering inclusivity in their classrooms. We examined five functions: text leveler, text scaffolders, assignment scaffolder, exemplar and non-examples, and sentence starters. Additionally, we discuss the limitations of MSAI and conclude by suggesting potential improvements for the system. Full article

The present study explores the use of Instagram as an innovative strategy in the teaching–learning process in the context of animal reproduction topics. In the current era, with digital technology and social media transforming how information is accessed and consumed, it is essential for teachers to adapt and harness the potential of these tools for educational purposes. This article delves into the need for teachers to stay updated with current trends and the importance of promoting digital competences among teachers. This research aims to provide insights into the benefits of integrating social media into the educational landscape. Students of Veterinary Science degrees, Master’s degrees in Equine Sport Medicine as well as vocational education and training (VET) were involved in this study. An Instagram account named “UCOREPRO” was created for educational use, and it was openly available to all users. Instagram usage metrics were consistently tracked. A voluntary survey comprising 35 questions was conducted to collect feedback regarding the educational use of smartphone technology, social media habits and the UCOREPRO Instagram account. The integration of Instagram as an educational tool was positively received by veterinary students. Survey data revealed that 92.3% of respondents found the content engaging, with 79.5% reporting improved understanding of the subject and 71.8% acquiring new knowledge. Students suggested improvements such as more frequent posting and inclusion of academic incentives. Concerns about privacy and digital distraction were present but did not outweigh the perceived benefits. The use of short videos and microlearning strategies proved particularly effective in capturing students’ attention. Overall, Instagram was found to be a promising platform to enhance motivation, engagement, and informal learning in veterinary education, provided that thoughtful integration and clear educational objectives are maintained. In general, students expressed positive opinions about the initiative, and suggested some ways in which it could be improved as an educational tool. Full article

The use of augmented reality (AR) tools and innovative learning environments in education have increased over the last few years due to the rapid advancement of technology. In this study, an AR mathematics learning intervention has been proposed which consisted of the creation of 3D multibase blocks to perform AR arithmetic calculations conducted through active methodologies in the future classroom lab (FCL). The aim of this study was to analyze pre-service teachers’ (PSTs) affective domain (emotion, self-efficacy, and attitude), engagement, motivation, and confidence. The sample consisted of 97 PSTs enrolled on the second year of the Primary Education degree, who were attending the “Mathematics and its Didactics” subject. The findings revealed a significant increase in PSTs’ satisfaction, fun, confidence, and pride, and a decrease in uncertainty, nervousness, and concern. Regarding PSTs’ self-efficacy, a significant improvement was observed in knowing the necessary steps to teach mathematical concepts and work in the FCL. No significant differences were found in attitude, engagement, and motivation; however, the PSTs showed a high disposition in all of them before starting the intervention. Additionally, the PSTs reported to be more confident, and it enhanced their knowledge in the use of 3D design and AR applications to create multibase blocks to support the teaching–learning content of arithmetic operations. Full article

The United Nations’ 2030 Agenda for Sustainable Development centers on the 17 Sustainable Development Goals (SDGs). Among these goals, two address climate change education: Goal 13, Climate Action, and Goal 4, Quality Education. In order to build a more sustainable future, climate change education is critical. In 2022, New Jersey became the first state in the US to integrate climate change into learning standards across subjects and grade levels K-12. In an effort to better understand the way in which teachers began to include climate change in their instruction, 50 teachers were observed implementing a lesson of their choosing that included climate change throughout the 2023–2024 academic year. Though most of the observed lessons featured science, many subject areas were included in the dataset, such as art, technology, history, and physical education. Teachers engaging in climate change instruction tended to use a variety of instructional practices. In nearly all cases, a multitude of methodologies were used in each lesson. However, small group instruction was featured in nearly all observed lessons. Quantitative descriptions of the findings are followed by three vignettes of exemplar instruction to provide a clearer understanding of the context of this work. These findings provide a scope for how climate change can be integrated in instructional settings at scale and suggestions for leveraging the experiences of early adopters of this innovation to support widespread implementation. Full article

The study examined the effect of BIE eCoaching on the functional communication training (FCT) implementation skills of pre-service teachers (PTs) and the effect of FCT implemented by PTs on reducing problem behaviors and increasing communication skills of children with autism spectrum disorder (ASD). After the intervention, it was examined whether PTs and children with ASD maintained and generalized the acquired behaviors. Moreover, PTs answered a social validity form before and after the intervention. The methodology of this study involved single-subject research with a multiple-probe design between pairs of participants. The BIE eCoaching intervention was effective in children with ASD’s use, maintenance, and generalization of FCT. FCT was effective in reducing problem behaviors, increasing communication skills, and maintaining and generalizing these skills in children with ASD. Social validity findings showed that PTs’ perceptions of BIE eCoaching changed positively at the end of the intervention. Full article

The shortage of skilled professionals in technical fields is further compounded by a lack of qualified teachers in STEM subjects, particularly in craft education, which is vital for developing technical competencies at the elementary level. The present study investigates the professionalisation of teachers in craft education and explores the prevalence and reasons for out-of-field teaching across three German federal states. The data presented herein were collected through an online survey administered in 2023 among teaching professionals in Mecklenburg-Vorpommern, Sachsen, and Thüringen. The questionnaire was disseminated via head teachers to 1467 elementary schools, yielding a self-selection sample of 284 craft education teachers. The survey incorporated both closed- and open-ended questions, encompassing inquiries into teacher qualifications, subject-specific competence, and lesson planning. Quantitative data were analysed descriptively. The evaluation of open-ended responses employed a content-structuring content analysis approach, utilising categories that were inductively developed. The findings indicate that a considerable proportion of craft education is taught by educators who lack formal qualifications, thereby giving rise to concerns regarding the quality of instruction. The underlying factors contributing to this phenomenon include teacher shortages, personal interests, prior experience, and limited professional development opportunities. The findings emphasise the pressing necessity for enhanced teacher education and targeted training programmes to bolster instructional quality in technically oriented subjects. Full article

Promoting behavioral change in mobility is essential for sustainable urban development. This study evaluates the effectiveness of gamified challenges in fostering sustainable travel behaviors among high school students and teachers within the High School Challenge (HSC) 2024 campaign in Lecco, Italy. Over a 13-week period, participants tracked their commuting habits via gamified mobile application, Play&Go, that awarded points for sustainable mobility choices and introduced weekly challenges. Using behavioral (GPS-based tracking) and self-report data, we assessed the influence of challenge types, player characteristics (HEXAD Player Types, Big Five traits), and user experience evaluations on participation, retention, and behavior change. The results show that challenges, particularly those based on walking distances and framed as intra-team goals, significantly enhanced user engagement and contributed to improved mobility behaviors during participants’ free time. Compared to the 2023 edition without challenges, the 2024 campaign achieved better retention. HEXAD Player Types were more predictive of user appreciation than Personality Traits, though these effects were more evident in subjective evaluations than actual behavior. Overall, findings highlight the importance of tailoring gamified interventions to users’ motivational profiles and structuring challenges around SMART principles. This study contributes to the design of behaviorally informed, scalable solutions for sustainable mobility transitions. Full article

Expressive imitation in the performing arts is typically trained through animal behavior imitation, aiming not only to reproduce action trajectories but also to recreate rhythm, style and emotional states. However, evaluation of such animal imitation behaviors relies heavily on teachers’ subjective judgments, lacking structured criteria, exhibiting low inter-rater consistency and being difficult to quantify. To enhance the objectivity and interpretability of the scoring process, this study develops a machine learning and structured pose data-based auxiliary evaluation framework for imitation quality. The proposed framework innovatively constructs three types of feature sets, namely baseline, ablation, and enhanced, and integrates recursive feature elimination with feature importance ranking to identify a stable and interpretable set of core structural features. This enables the training of machine learning models with strong capabilities in structured modeling and sensitivity to informative features. The analysis of the modeling results indicates that temporal–rhythm features play a significant role in score prediction and that only a small number of key feature values are required to model teachers’ ratings with high precision. The proposed framework not only lays a methodological foundation for standardized and AI-assisted evaluation in performing arts education but also expands the application boundaries of computer vision and machine learning in this field. Full article

Internet addiction among adolescents has emerged as a significant global health issue, contributing to social isolation, academic difficulties, and emotional disorders, with excessive use of social networks further intensifying these challenges. This study evaluated the effectiveness of an educational intervention grounded in the Theory of Planned Behavior (TPB) in reducing Internet addiction and enhancing academic performance among adolescent girls in southern Iran. A randomized controlled trial was conducted with 370 female students aged 15–16 years, selected through two-stage cluster random sampling and divided equally into intervention and control groups. The intervention group participated in a five-week TPB-based program, incorporating lectures, group discussions, and parent–teacher meetings, while the control group received unrelated health education. Data were collected using the Yang Internet Addiction Test (IAT), a TPB-based questionnaire, and academic performance scores (grade point average, GPA) before and after the intervention. A repeated measures ANOVA revealed significant improvements in attitudes, subjective norms, perceived behavioral control, and intentions to reduce Internet use (p < 0.001). Internet addiction scores significantly declined, and GPA improved in the intervention group compared to the control group (p < 0.001, Cohen’s d = 0.950). The findings support TPB-based interventions as effective tools for reducing Internet addiction and improving academic outcomes among adolescents. This study was registered with the Iranian Registry of Clinical Trials (IRCT20131014015015N18). Full article

In the face of escalating sustainability challenges globally, such as climate change, poverty, inequality, and injustices, the need for a systematic approach to tackle them through the infusion of Sustainable Development Goals (SDGs) in higher education has become increasingly critical. This article explores the crucial issue of professionalizing academic teaching, emphasizing the readiness of academic teachers to cope with sustainability and SDGs in higher education. Using the Stages of Concern Theory and the Concerns-Based Adoption Model (CBAM) to professionalize academic teaching to address SDGs in teaching, learning, and the curriculum, a sample of 1566 academic teachers in nine Latin American universities responded to the survey. This study aimed to answer two key questions, as follows: (1) How do the years of teaching experience affect academic staff’s stages of concern? (2) How do different academic teaching areas influence the academic staff’s stages of concern? The trend reveals that faculty members with fewer than four years of service scored higher than those with twenty or more years. Similarly, academic teaching staff from the Education Sciences have a significantly higher mean score and effect size than faculty members from the Humanities, Engineering, Social Sciences, Sciences, and Health Sciences across all stages of concern. However, despite these differences, professional development initiatives should be designed to match all teaching staff regardless of years of service and subject area by encouraging teamwork and increasing understanding of the critical importance of transformative teaching and learning. Full article