Search Results (1,879)

The integration of Inquiry-Based Learning (IBL) and mobile technologies can transform science education, offering experimentation opportunities to students from budget-constrained schools. This study investigates the efficacy of smartphone-assisted experimentation (SAE) within IBL to enhance pre-service science teachers’ understanding of human physiology and presents a newly developed and validated rubric for assessing their scientific skills. Students (N = 286) from a Science and Mathematics Teacher Education Program participated in a summative IBL activity (“Investigating the Human Physiology”—iHPhys) where they designed experimental projects using smartphone applications to collect body sign data. The scoring rubric, assessing seven criteria including hypothesis formulation, methodological design, data presentation, and conclusion writing, was validated as substantial to almost perfect inter-rater reliability. Results reveal that students exhibited strong skills in hypothesis clarity, theoretical grounding, and experimental design, with a high degree of methodological innovation observed. However, challenges persisted in predictive reasoning and evidence-based conclusion writing. The students were strongly interested in inquiring about the cardiovascular and nervous systems. Correlational analyses suggest a positive relationship between project originality and overall academic performance. Thus, integrating SAE and IBL fosters critical scientific competencies, creativity, and epistemic cognition while democratizing access to scientific experimentation and engaging students in tech-savvy pedagogical practices. Full article

This study investigates the effectiveness of contact and online biology teaching by assessing student performance and gathering perceptions from students, teachers, and parents. Conducted in autumn 2021 with 3035 students, 124 biology teachers, and 719 parents, this study combined post-instruction assessments of student performance in knowledge reproduction and conceptual understanding with questionnaires examining perceptions of contact and online biology teaching effectiveness across students, teachers, and parents. To investigate how various teaching-related factors influence perceived understanding of biological content, we applied a CHAID-based decision tree model to questionnaire responses from students, teachers, and parents. Results indicated that students value engaging, flexible instruction, sufficient time to complete tasks and support for independent thinking. Teachers emphasized their satisfaction with teaching and efforts to support student understanding. In contact lessons, students preferred problem-solving, teacher guidance, and a stimulating environment. In online learning, they preferred low-stress, interesting lessons with room for independent work. Parents emphasized satisfaction with their child’s learning and the importance of a focused, stimulating environment. This comparative analysis highlights the need for student-centered, research-based biology teaching in both formats, supported by teachers and delivered in a motivating environment. The results offer practical insights for improving biology instruction in different teaching modalities. 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

The purpose of this study was to examine vegetable consumption and its relationship with lifestyle characteristics among children and adolescents. Data from a health survey administered to a representative sample of 177,091 schoolchildren between the ages of 8 and 17 were employed in this observational, cross-sectional investigation. Physical activity level, screen time, and sleeping patterns were assessed using self-completed questionnaires. Vegetable consumption and dietary habits were analyzed using the Mediterranean Diet Quality Index for Children and Adolescents. Participants consuming vegetables more than once daily were categorized as consumers vs. non-consumers. Physical education teachers measured anthropometric and physical fitness factors. Descriptive statistics and binary logistic regression analysis were conducted, and the odds ratio with the corresponding 95% confidence interval was calculated and adjusted for confounders. Vegetables were consumed once or more times a day by more females than males (25.5% vs. 24.0%, p < 0.001). In both sexes, vegetable consumers slept more, ate healthier, spent less time on screens, and had better anthropometric and aerobic fitness measurements than non-consumers. Healthy eating practices, such as regularly consuming fruits, legumes, nuts, and dairy products, were strongly correlated with vegetable intake. For every one-year increase in age, the odds of being a vegetable consumer decreased by 8% and 10% in boys and girls, respectively. Overweight/obese participants had lower odds of being a vegetable consumer by 20%. Increased screen time, inadequate physical activity, and insufficient sleeping hours decreased the odds of being a vegetable consumer by 22%, 30%, and 25%, respectively (all p-values < 0.001). Overall, a healthier lifestyle profile was associated with higher vegetable intake for both sexes among children and adolescents. Full article

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

Advances in neuroscience have improved the understanding of cognitive, emotional, and social processes involved in learning. Simultaneously, technologies such as artificial intelligence, augmented reality, and gamification are transforming educational practices. However, their integration into formal education remains limited and often misapplied. This study aims to evaluate the impact of technology-supported neuroeducational models on student learning and well-being. A systematic review was conducted using PubMed, the Web of Science, ScienceDirect, and LILACS, including open-access studies published between 2020 and 2025. Selection and methodological assessment followed PRISMA 2020 guidelines. Out of 386 identified articles, 22 met the inclusion criteria. Most studies showed that neuroeducational interventions incorporating interactive and adaptive technologies enhanced academic performance, intrinsic motivation, emotional self-regulation, and psychological well-being in various educational contexts. Technology-supported neuroeducational models are effective in fostering both cognitive and emotional development. The findings support integrating neuroscience and educational technology into teaching practices and teacher training, promoting personalized, inclusive, and evidence-based education. Full article

Research highlights a growing demand for active, experiential learning methods in higher education, especially in teacher education. While the benefits of parental involvement (PI) are well-documented, Hungary lacks tools to effectively prepare teacher trainees for fostering family–school cooperation. This study addresses this gap by introducing a custom-designed board game as an innovative teaching tool. The game simulates real-world challenges in PI through a cooperative, scenario-based framework. Exercises are grounded in international and national research, ensuring their relevance and evidence-based design. Tested with 110 students, the game’s educational value was assessed via post-gameplay questionnaires. Participants emphasized the strengths of its cooperative structure, realistic scenarios, and integration of humor. Many reported gaining new insights into parental roles and strategies for effective home–school partnerships. Practical applications include integrating the game into teacher education curricula and adapting it for other educational contexts. This study demonstrates how board games can bridge theory and practice, offering an engaging, effective medium to prepare future teachers for the challenges of PI. Full article

The ongoing secular changes in human movement development means that an assessment of primitive reflexes is now required not only in disabled but also in neurotypical children. This study had three aims: (1) presenting the TASHUN test battery as suitable for the assessment of primitive reflex activity in normal children and child athletes; (2) analyzing reflex characteristics of neurotypical children; (3) verifying validity and reliability of tests. Spearman’s rank correlation and ROC analysis were used for validation. Intraclass Correlation Coefficient and RM ANOVA analyzed reliability. The test on 242 schoolgirls has demonstrated that retained primitive reflexes are present in almost every individual (84.7–95.7%). Correlations showed strong positive association, with all values exceeding 0.8, and ROC analysis demonstrated excellent predictive strength (AUC values over 0.9). Interobserver reliability showed excellent agreement (ICC values above 0.9). No significant offset was present among the scoring by evaluators. Therefore, testing for primitive reflexes is necessary in neurotypical children in order to obtain a realistic image about the physiology of reflexes and their role in motor development. Our screening could be useful for practicing sport professionals, researchers and academics, to identify deficiencies, to further explore reflexes and to train future PE teachers and trainers. Full article

Over the past two decades, rising concerns about teacher stress and professional sustainability have fueled the development of instruments assessing teacher resilience. This review aims to map the existing resilience assessment tools specifically designed for educators, evaluating their theoretical frameworks, psychometric soundness, and contextual relevance. Twelve instruments were analyzed through an extensive literature review of peer-reviewed studies published over the past twenty years, including general, preservice, EFL, and teacher-specific scales for special education. Findings reveal a progression from early instruments emphasizing intrapersonal traits to current tools incorporating ecological and contextual dimensions. While several scales demonstrate satisfactory reliability and cross-cultural applicability, many still suffer from conceptual limitations, insufficient cultural adaptation, or marginal psychometric robustness. This review concludes that despite significant advances, future research must prioritize culturally grounded frameworks, broader subgroup validation, and advanced psychometric methodologies to ensure accurate, inclusive, and practical assessments of teacher resilience across diverse educational settings. Full article

Background/Objectives: Legislative changes in educational systems have influenced how student learning is understood and promoted. In physical education (PE), there has been a shift from behaviorist models to more holistic approaches. In this context, physical literacy (PL) is presented as an emerging pedagogical model in school PE, aimed at fostering students’ motor competence in a safe, efficient, and meaningful way. The aim of this study is to analyze the origins, foundations, methodological elements, and educational value of PL, highlighting its potential to promote holistic and inclusive learning as the basis for an emerging PL model. Methods: A narrative review was conducted through a literature search in the Web of Science, PubMed, Scopus, and SportDiscus databases up to June 2025, focusing on scientific literature related to PL and PE. The analysis included its historical background, philosophical and theoretical foundations, and the key methodological elements and interventions that support its use as a pedagogical model. Results/Discussion: The findings indicate that the PL model can be grounded in key principles, such as student autonomy, teacher training, connection with the environment, inclusion, and collaboration. Additionally, motivation, enjoyment, creativity, and continuous assessment are identified as essential components for effective implementation. Moreover, this model not only guides and supports teachers in the field of PL but also promotes comprehensive benefits for students at the physical, cognitive, affective, and social levels, while encouraging increased levels of physical activity (PA). Conclusions: PL is understood as a dynamic and lifelong process that should be cultivated from early childhood to encourage sustained and active participation in PA. As a pedagogical model, PL represents an effective tool to enhance student learning and well-being in PE classes. Full article

Parental school involvement (PSI) is an important contributor to children’s academic and overall positive development. Such activities as discussing schoolwork and tracking progress can boost children’s motivation and achievements. Although the multifaceted nature of PSI is widely recognized, there are limited reliable measures that comprehensively capture all its dimensions, particularly for children and adolescents. This study aims to develop a measure for assessing children and adolescents’ perceptions of parental involvement based on parent- and teacher-validated self-report measures—the Parental School Involvement Questionnaire—Children’s version (PSIQ-CV). A total of 537 children and adolescents (M_Age = 9.64, SD_Age = 2.43), mainly female (52.8%), from the south of Portugal participated in this study. An exploratory factor analysis (EFA, n = 150) and a confirmatory factor analysis (CFA, n = 387) were carried out. The EFA indicated a three-factor solution (i.e., support in learning activities, parent–school communication, and supervision), supported by the CFA, with good quality-of-fit indices (χ² = 225; df = 101; χ²/df = 2.23; CFI = 0.91; TLI = 0.89; RMSEA = 0.060 [CI: 0.049–0.070]). Our data confirmed that the PSIQ-CV has robust psychometric properties, with acceptable reliability and validity. The PSIQ-CV can be considered a relevant and valid tool for measuring the perception of parental school involvement among children and adolescents, in line with Epstein’s theoretical model, and useful for both researchers and practitioners. Full article

Background/Objectives. Social and Emotional Education (SEE) interventions during early childhood have shown considerable promise in enhancing children’s emotion understanding, social competence, and behavioural adjustments. However, few studies have examined their long-term impact, especially across the preschool-to-primary school transition. This study evaluated the effectiveness of a manualized SEE program, Timmy’s Trip to Planet Earth, in promoting emotional, behavioural, and social functioning over time. Methods. A quasi-experimental longitudinal design was adopted with pre- and post-test assessments conducted approximately 18 months apart. Participants were 89 typically developing children (aged 59–71 months), assigned to an experimental group (n = 45) or a waiting-list group (n = 44). The program combined teacher training, classroom-based lessons, home activities, and teachers’ ongoing implementation support. The effectiveness of the program was measured via the Test of Emotion Comprehension (TEC), the Strengths and Difficulties Questionnaire (SDQ), and the Social Competence and Behavior Evaluation (SCBE-30). Results. Significant Time × Group interactions were observed for the TEC External and Mental components, indicating greater improvements in emotion recognition and mental state understanding in the intervention group. The SDQ revealed significant reductions in conduct problems and increased prosocial behaviours. In the SCBE-30, a significant interaction effect was found for social competence, with the intervention group showing greater improvement over time compared to the control group. Conclusions. The findings suggest that SEE programs can produce meaningful and lasting improvements in children’s emotional and social skills across key educational transitions. Teacher training and family involvement likely played a critical role in supporting the program’s sustained impact. 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

This research analyzed university students’ perceptions of the use of generative artificial intelligence (hereafter Gen-AI) in a higher education context. Specifically, it addressed the potential benefits and challenges related to the application of these web-based resources. A mixed method was adopted and the sample consisted of 407 teacher training students enrolled in the Early Childhood and Primary Education Degrees in the Region of Murcia in Spain. The results indicated a clear recognition of the relevance of these technological tools for teaching and learning. Respondents highlighted the potential to engage them in academic tasks, increase their motivation, and personalize their learning pathways. However, participants identified some challenges related to technology dependency, ethical issues, and privacy concerns. By understanding learners’ beliefs and assumptions, educators and educational administrations can adapt Gen-AI according to learners’ needs and preferences to improve their academic performance. In learning practice, these adaptations could involve evidence-based interventions, such as AI literacy modules or hybrid assessment frameworks, to translate findings into practice. In addition, it is necessary to adjust materials, methodologies, and the assessment of the academic curriculum to facilitate student learning and ensure that all students have access to quality education and the adequate development of digital skills. Full article

In today’s increasingly data-driven educational landscape, teachers are expected to use data to inform instructional decisions. However, effective data use depends not only on statistical competence but also on motivation, attitudes, and academic self-concept. This study examines how these factors influence student teachers’ readiness to engage with standardized assessment data. A survey of 164 Flemish primary education student teachers assessed their motivation, attitudes toward data use, and academic self-concept. Cluster analysis identified four distinct profiles, ranging from highly competent yet disengaged users to low-performing but externally motivated individuals, highlighting significant variability in data engagement. A pre- and post-test study design involving an e-course on basic statistical concepts demonstrated that targeted instruction can enhance perceived competence, particularly in areas such as box plot interpretation. Findings suggest that technical training alone is insufficient to promote sustained data use; fostering intrinsic motivation, positive attitudes, and a strong academic self-concept is essential for long-term engagement with data. Full article