Search Results (779)

Physics concepts are considered an essential component of STEM (science, technology, engineering, and mathematics) education and fundamental for economic and technological development in the world. However, there can be student academic underperformance, such as the school environment, learning media and infrastructure, student interest and emotions, as well as social and economic development factors in communities. These problems are even more acute in rural areas of developing countries, where poverty is high and teachers often lack the necessary technological skills. The aim of this study was to evaluate the impact of a low-cost STEM tool focused on motivation in learning, in terms of five variables of interest in physics in rural areas, as well as the durability of the tools used to learn 12 physics concepts. A quasi-experimental study was conducted with the participation of 78 high school students, with an average age of 15.82 years, in a rural area of Guerrero, Mexico. The results showed that using the STEM tool significantly increased students’ interest in learning methodology, active participation, and attitude towards physics, facilitating the teacher’s work. In addition, the 3D construction kit used in the experimentation, besides being low-cost, proved to be affordable and durable, making it ideal for use in rural areas. Full article

The sustainable integration of technology into educational practices is pivotal for modern teaching and learning. Grounded in the Technology Acceptance Model (TAM), this study explores the psychological and contextual factors that influence technology acceptance among pre-service and in-service teachers. Employing a nonexperimental, cross-sectional design, data were collected from 347 participants to examine the relationships between perceived usefulness, perceived ease of use, attitude toward use, behavioural intention, and actual system use. Results indicate that pre-service teachers demonstrate stronger openness to technology adoption, driven primarily by attitudinal factors, whereas in-service teachers’ acceptance is more closely linked to perceived utility and usability. This study advances the TAM by integrating a dual serial mediation model and testing the moderating role of professional status, thereby offering a nuanced understanding of sustainable digital engagement across career stages. Our findings underscore the importance of fostering positive perceptions and providing differentiated support throughout teachers’ professional trajectories to achieve long-term, meaningful technology adoption in education. Full article

The education sector in Tanzania faces significant challenges, especially in public primary schools. Unmanageably large classes and critical teacher–pupil ratios hinder the provision of tailored tutoring, impeding pupils’ educational growth. However, artificial intelligence (AI) could provide a way forward. Advances in generative AI can be leveraged to create interactive and effective intelligent tutoring systems, which have recently been built into embodied systems such as social robots. Motivated by the pivotal influence of teachers’ attitudes on the adoption of educational technologies, this study undertakes a qualitative investigation of Tanzanian primary school mathematics teachers’ perceptions of contextualised intelligent social robots. Thirteen teachers from six schools in both rural and urban settings observed pupils learning with a social robot. They reported their views during qualitative interviews. The results, analysed thematically, reveal a generally positive attitude towards using social robots in schools. While commended for their effective teaching and suitability for one-to-one tutoring, concerns were raised about incorrect and inconsistent feedback, language code-switching, response latency, and the lack of support infrastructure. We suggest actionable steps towards adopting tutoring systems and social robots in schools in Tanzania and similar low-resource countries, paving the way for their adoption to redress teachers’ workloads and improve educational outcomes. 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

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

Inclusive higher education requires educators who are not only willing to teach inclusively but who also have the skills to do so. This preliminary study offers a blueprint on how to examine the effectiveness of a three-day professional development program to strengthen the attitudes, self-efficacy, and inclusive didactics of educators. We propose a quasi-experimental design with pre-, post-, and follow-up measures, to measure the effect of the professional development program at three levels: attitudes (SACIE-R), self-efficacy (TEIP), and inclusive teaching practices (adapted Teaching Practices Questionnaire). The results, although preliminary, show a small but significant decrease in concerns toward inclusive education over time. Self-efficacy, on the other hand, showed a non-significant but consistent increase, especially at follow-up. In terms of teaching practices, significant improvements were observed in the teaching of basic skills, but not in dealing with diversity or differentiating for individual students. These preliminary findings seem to underline that short professional development programs, while contributing to increased confidence and certain didactic skills, are not sufficient to achieve lasting changes in attitudes and inclusive teaching strategies. This suggests that lasting impact likely requires structural follow-up, practical support, and strengthening the inclusive learning climate within higher education institutions. Full article

Youth Mental Health First Aid (YMHFA) is a widely adopted professional development tool that helps educators across the United States improve their mental health literacy. Data from a pretest/posttest evaluation of the YMHFA training delivered at five schools are used to explore whether various YMHFA outcomes differ for teachers who have and have not received previous mental health training. Specifically, the current study compares scores on confidence, knowledge, negative attitudes, and intentions to intervene prior to completing the YMHFA program (i.e., at baseline), the rate of change in each measure, and satisfaction with the training across teachers with and without previous mental health prevention training. Our findings showed that teachers with previous training scored higher on confidence, mental health knowledge, and intentions to intervene at baseline and experienced different patterns of change after completion of the YMHFA training program, compared to teachers without prior training. Negative attitudes and training satisfaction did not reveal differences across training experiences. Study findings offer important program and policy implications about teachers’ training experiences, as well as the value of implementing YMHFA as a universal training in educational settings. Full article

Teachers’ 21st century technological pedagogical content knowledge affects their performance self-evaluations, and it is considered that their attitudes towards sustainable education disposition and their digital competencies may also have an impact on their performance self-evaluations and thus may significantly affect these relationships. In this study, it was aimed to examine the effect of teachers’ 21st century technological pedagogical content knowledge on their performance self-evaluations, and the moderating role of digital competencies mediated by sustainable educational disposition in the model established for this purpose was examined. The research sample consisted of 478 teachers (305 female (63.8) and 173 (36.2) male teachers) working in various fields in schools in Türkiye. Within the scope of the research, data analyses were carried out in SPSS 21 and PROCESS Macro package programs using Model 4 and Model 58 developed by Hayes (2022). As a result of the analyses, it was seen that sustainable education tendencies had a mediating role in the relationship between teachers’ 21st-century technological pedagogical content knowledge and their performance self-evaluations. In addition to this, it was seen that 21st-century technological pedagogical content knowledge, sustainable educational dispositions and performance self-evaluations depend on the level of digital competencies. Full article

Inclusive Education aims to ensure equitable learning opportunities for all students, including those with special educational needs (SEN) and disabilities, by promoting accessible teaching practices and supportive learning environments. Although its importance for fostering the academic and social development of diverse learners has been widely recognized in international policy and research, its practical implementation is still under investigation, particularly within the Greek primary education system. This study investigates (a) Greek primary school teachers’ perspectives, focusing on their attitudes, knowledge, challenges, and perceived needs in Inclusive Education for SEN students and (b) research trends relating to these perspectives, focusing on publication trends and methodological characteristics, through a systematic literature review using the PRISMA methodology. The analysis revealed a shift in Greek primary teachers’ attitudes towards Inclusive Education for SEN students, trending towards neutral or negative responses, alongside limited knowledge, various challenges, and an absence of targeted support mechanisms. The analysis also highlighted chronological gaps between the identified studies in international journals and a variability in methodological approaches and sample characteristics. These insights point to a pressing need for further targeted and ongoing research on Greek primary teachers’ perspectives and professional development initiatives to enable effective and inclusive practices for SEN students in Greek primary education. Full article

Background/Objectives: Schoolteachers play a central role in shaping their students’ beliefs and attitudes towards oral health. Our aim was to investigate the oral and periodontal health knowledge of schoolteachers in Riyadh and factors affecting this knowledge. Methods: Government schoolteachers from representative areas of Riyadh (n = 895) responded to a structured questionnaire. Descriptive statistics, t-tests, one-way analysis of variance, and multiple linear regression (p ≤ 0.05). Results: Teachers demonstrated good basic oral/periodontal health knowledge (mean score = 60.21 ± 10.68). Most knew that toothbrushing is necessary to preserve dental (78.66%) and periodontal (57.88%) health; that gingival bleeding (74.41%), swelling (64.25%), and abscess formation (52.96%) are signs of periodontal disease; about 63% identified dental biofilm as an etiologic factor, and 58% knew that periodontitis may cause gingival recession and influence systemic health (74.07%). However, only 38% knew that dental flossing is necessary to preserve periodontal health, and 66.03% believed that gingival health can be restored with a special toothpaste. Teachers who were female, older in age, worked in north Riyadh, and taught the intermediate stage demonstrated statistically significantly better knowledge than the other categories. Conclusions: The studied sample of schoolteachers possesses acceptable basic oral health knowledge but has inadequate knowledge of periodontal health. Factors influencing teachers’ knowledge were age, gender, region of work, and teaching stage. Full article

Emergency preparedness training in organizations frequently involves simple evacuation drills triggered by fire alarms, limiting the opportunities for broader skill development. Digital technologies, particularly virtual reality (VR), offer promising methods to enhance learning for handling incidents and evacuations. However, implementing VR-based training remains challenging due to unclear integration strategies within organizational practices and a lack of empirical evidence of VR’s effectiveness. This paper explores how VR-based training tools can be implemented in schools to enhance emergency preparedness among students, teachers, and staff. Following a design science research process, data were collected from a questionnaire-based study involving 12 participants and an exploratory study with 13 participants. The questionnaire-based study investigates initial attitudes and willingness to adopt VR training, while the exploratory study assesses the VR prototype’s usability, realism, and perceived effectiveness for emergency preparedness training. Despite a limited sample size and technical constraints of the early prototype, findings indicate strong student enthusiasm for gamified and immersive learning experiences. Teachers emphasized the need for technical and instructional support to regularly utilize VR training modules, while firefighters acknowledged the potential of VR tools, but also highlighted the critical importance of regular drills and professional validation. The relevance of the results of utilizing VR in this context is further discussed in terms of how it can be integrated into university curricula and aligned with other accessible digital preparedness tools. Full article

The promotion of sustainable schools is an important criterion for the promotion of ecological protection and the transformation of today’s society into a more sustainable one. The early childhood environment is believed to provide the ideal foundation for fostering values and attitudes related to sustainable education and promoting pro-environmental behaviors. The main goal of this study is to explore educators’ perceptions and expectations regarding the role of sustainable schools in shaping the environmental awareness and behavior of young children. A pilot study was carried out in the context of quantitative research on Preschool Teachers of Primary Education. Research results indicate that a Sustainable School (SS), beyond the curriculum, must promote issues of environmental awareness, culture, equality, natural resource management, and human rights. Also, it was seen that a modern school should provide Educators with new training opportunities in teaching methods that are based on sustainability principles and promote sustainability skills. Students’ acquisition of environmental knowledge can positively influence pro-environmental behavior and increase the likelihood of engaging in sustainable practices to protect the environment. 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

Interest in instructional leadership has grown dramatically in Asia since 2010. This systematic state-of-the-art review analyzed the evolution of analytical models, research methods, and findings in Asian studies of instructional leadership that employed the Principal Instructional Management Rating Scale (PIMRS). The authors applied content analysis to 349 Asian instructional leadership studies sourced from multiple digital databases. The publication of Asia-based studies of instructional leadership increased from 47 before 2011 to 257 in the subsequent 15 years. Our analysis of 302 quantitative and mixed methods studies found that Asian scholars have primarily employed univariate and direct effects models in their instructional leadership studies, a limitation for knowledge advancement. At the same time, the use of advanced multivariate analytical models increased from 2.1% of the literature before 2011 to 23.3% in the subsequent period. Analysis of 20 “state-of-the-art studies” found a consistent pattern of significant mediated and direct effects of instructional leadership on teacher attitudes and practices. Moreover, several well-designed studies found that a school’s cultural context moderated the effects of instructional leadership on teaching and learning. Findings from the state-of-the-art review highlight the relationship between analytical models, variable selection, and research methods in studies that advance knowledge. Full article

Background: The concept of evidence-based practice (EBP) is globally relevant in current healthcare climates. However, nursing students and teachers often struggle with integrating EBP effectively into a curriculum. This has implications for the way students learn to use evidence for their nursing practice. A new undergraduate EBP module was co-designed with current nursing students and university staff throughout 2023. Underpinning the module was a UDL (universal design for learning) pedagogy consisting of flexible approaches to learning for nursing students which included co-developed videos, co-developed audio podcasts, and co-developed serious games to complement traditional flipped classroom learning. The module commenced in September 2023, running in Year 1 one of a 3-year undergraduate nursing program, and was co-taught by staff and senior students. Methods: A pre/post-test design was used to collect data on student attitude, knowledge, and utilization of EBP. A total of 430 students completed two validated questionnaires, the EBP Beliefs Scale© and EBP Implementation Scale©, before and after the module. Following the post-test, six focus group interviews were also conducted with 58 students to explore how the module informed student nursing practice whilst attending clinical placement during Year 1. A convergent mixed-methods design was employed. Sample attrition occurred (~25%). Effect sizes and 95% confidence intervals were calculated for primary outcomes. Results: Quantitative data was analyzed using paired t-tests and this highlighted statistically significant improvements in attitude, knowledge and utilization of evidence-based practice after learning (p < 0.001). Qualitative data was transcribed verbatim, thematically analyzed, and highlighted three main findings; EBP is my business, EBP positively influenced the care of my patients and EBP has positively impacted my professional development. Conclusions: Partnership with current nursing students in the co-design and implementation of a module about EBP was associated with improvements in student knowledge, attitude and utilization of evidence in practice. These factors are likely to also improve professional competence and ultimately patient care. Full article