Search Results (277)

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

The integration of artificial intelligence (AI) in education offers novel opportunities to enhance critical thinking while also posing challenges to independent cognitive development. In particular, Human-Centered Artificial Intelligence (HCAI) in education aims to enhance human experience by providing a supportive and collaborative learning environment. Rather than replacing the educator, HCAI serves as a tool that empowers both students and teachers, fostering critical thinking and autonomy in learning. This study investigates the potential for AI to become a collaborative partner that assists learning and enriches academic engagement. The research was conducted during the 2024–2025 winter semester within the Pedagogical and Teaching Sufficiency Program offered by the Audio and Visual Arts Department, Ionian University, Corfu, Greece. The research employs a hybrid ethnographic methodology that blends digital interactions—where students use AI tools to create artistic representations—with physical classroom engagement. Data was collected through student projects, reflective journals, and questionnaires, revealing that structured dialog with AI not only facilitates deeper critical inquiry and analytical reasoning but also induces a state of flow, characterized by intense focus and heightened creativity. The findings highlight a dialectic between individual agency and collaborative co-agency, demonstrating that while automated AI responses may diminish active cognitive engagement, meaningful interactions can transform AI into an intellectual partner that enriches the learning experience. These insights suggest promising directions for future pedagogical strategies that balance digital innovation with traditional teaching methods, ultimately enhancing the overall quality of education. Furthermore, the study underscores the importance of integrating reflective practices and adaptive frameworks to support evolving student needs, ensuring a sustainable model. 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

Oral tradition stories hold a vital place in language education, offering rich repositories of linguistic, cultural, and historical knowledge. In the Spanish as a Foreign Language (SFL) context, their inclusion provides dynamic opportunities to explore diversity, foster critical and creative thinking, and challenge dominant epistemologies. Despite their pedagogical potential, these narratives remain largely absent from formal curricula, with most SFL textbooks still privileging canonical works, particularly those from the Latin American Boom or European literary texts. This article aims to provide practical guidance for SFL instructors on designing effective, culturally responsive materials for the teaching of vocabulary. Drawing on a methodological framework for material design and a cognitive approach to vocabulary learning, I present original pedagogical material based on a Colombian oral tradition story about the witches of La Jagua (Huila, Colombia) to inspire educators to integrate oral tradition stories into their classrooms. As argued throughout, oral narratives not only support vocabulary acquisition and intercultural competence but also offer students meaningful engagement with the values, worldviews, and linguistic diversity that shape Colombian culture. This approach redefines language teaching through a more descriptive, contextualized, and culturally grounded lens, equipping learners with pragmatic, communicative, and intercultural skills essential for the 21st century. My goal with this article is to advocate for teacher agency in material creation, emphasizing that educators are uniquely positioned to design pedagogical resources that reflect their own cultural realities and local knowledge and to adapt them meaningfully to their students’ needs. Full article

Background/Objectives: Motor creativity is a vital component of preschoolers’ growth and development. However, its underlying determinants remain largely underexplored. This study investigates the interrelationship among playful behavior, social profile, and motor creativity in preschool children, emphasizing its implications for holistic health and development. Methods: A total of 200 children and their kindergarten teachers from Greece participated in the study. The Children’s Playfulness Scale (CPS) was employed to assess the children’s playfulness, while a sociometric test was used to evaluate their social standing within peer groups. Motor creativity was measured through TCAM, a performance-based test focusing on fluency, imagination, and originality. Results: The findings revealed that the dimensions of playful behavior, particularly motor and social playfulness, significantly and positively influenced motor creativity, a core component of physical and mental health in early childhood. Conversely, certain aspects of social behavior had a negative association with imaginative capacities. Conclusions: The study underscores the critical role of movement-based playful activities in fostering children’s physical, emotional, cognitive, and social health. It highlights the need for educators to design developmentally appropriate motor play activities that cultivate creativity and social integration, promoting a balanced and health-oriented early education framework. The results contribute to educational policy and practice by reinforcing the importance of structured motor play in supporting preschoolers’ well-being and comprehensive development. Full article

This study investigated the effectiveness of integrating digital tools with origami activities to enhance geometric understanding and creative thinking among kindergarten children in Kuwait. A quasi-experimental pre-test–post-test design involved 60 children (aged from 5 years and 9 months to 6 years), who were randomly assigned to experimental (n = 30) and control (n = 30) groups. The experimental group received a four-week intervention using the Paperama app and paper folding, while the control group followed the standard curriculum. Wilcoxon signed-rank tests showed significant gains in the experimental group’s geometric understanding (Z = 3.82; p < 0.001) and creative thinking (Z = 4.15; p < 0.001), with large effect sizes (r = 0.78). Descriptive analysis further revealed that the experimental group outperformed the control group in post-test scores for geometric understanding (M = 84.06 vs. M = 74.39), reinforcing the intervention’s practical impact. The control group showed no significant improvement (p = 0.16). These findings highlight the value of blended origami instruction in developing spatial reasoning and creativity. This study contributes to early STEAM education and supports the integration of digital tools into kindergarten learning and teacher training. Full article

The accelerated transformations in the education system marked by volatility, uncertainty, complexity, and ambiguity (VUCA) require a rethinking of pedagogical approaches. The VUCA environment requires a new educational management system in line with new technological trends in order to respond effectively to all the internal and external factors that may affect the quality of teaching. A particularly important course of action is updating teaching methods by combining traditional teaching methods with new interactive methods that promote the introduction of certain digital applications during the teaching of new topics. In this sense, the quantitative research carried out in the present study among second-year students from the psycho-pedagogical program organized by the Bucharest University of Economic Studies, Romania, has highlighted the fact that innovative teaching methods are more effective, contributing to the development of personality and communication skills among pupils and students. Also, the results obtained after applying the Mann–Whitney test showed that there is a significant difference between students involved in different educational activities and those who do not have contact with the educational environment in terms of perceiving the volatility, uncertainty, complexity and ambiguity of the educational environment. At the same time, in the context of the VUCA world, in order to ensure the effectiveness of the teaching–learning process, teachers need to develop new skills such as stress management, adaptability, creativity, technological skills, and time management. Addressing the specific competencies that teachers need to acquire in order to improve their teaching and to respond effectively to the volatility, uncertainty, complexity and ambiguity in education, this study contributes to the creation of a sustainable education system, which is able to cope with all transformations (technological, legislative, socio-economic, etc.). The article is based on the results obtained in the postdoctoral research conducted at the end of 2024. Full article

This study examined the influence of student–teacher relationships and school infrastructure on preschool children’s motor creativity, encompassing fluency, originality, and imagination. Twenty teachers completed the Student–Teacher Relationship Scale for 200 children (10 children per teacher). The research team recorded aspects of the school’s physical environment through Movement Play Scale and assessed children’s motor creativity via the Thinking Creatively in Action and Movement test. The results revealed that dimensions of the student–teacher relationship, such as conflict and dependency, negatively impacted fluency, and originality components of motor creativity. Contrary to expectations, teacher participation in movement activities did not significantly contribute to motor creativity, potentially due to over-direction limiting children’s autonomy. Similarly, the school’s infrastructures were negatively linked to fluency and originality. The findings underscore the importance of nurturing autonomy-supportive environments and balancing guidance with opportunities for independent exploration. Teachers should also invest in adaptable educational spaces to foster creativity without encouraging dependency. This study emphasizes the critical role of supportive relational and environmental factors in shaping preschool children’s creative movement abilities. Full article

This study explores the integration of digital media tools—specifically TikTok, online press news analysis, and digital portfolios—into pre-service chemistry teacher education to enhance student engagement, foster conceptual understanding, and highlight the relevance of chemistry in society. The educational intervention involved 138 pre-service teachers who analysed digital news articles to reflect on the societal and environmental implications of chemistry, promoting media literacy and awareness of socioscientific issues. Additionally, they created short-form TikTok videos, using social media to communicate scientific concepts creatively and interactively. All participants compiled their work into digital portfolios, which served as both a reflective and integrative tool. A post-course Likert-scale questionnaire (N = 77) revealed high overall satisfaction with the methodology, with 94.8% valuing the news analysis activity and 59.7% finding TikTok particularly engaging. Despite some limitations regarding access to technical infrastructure, the findings indicate that incorporating Information and Communication Technology (ICT) in this manner supports motivation, meaningful learning, and the development of key teaching competencies. This case study contributes practical insights into ICT use in science education. Full article

The research on teaching scaffolding for preschool children’s oral language development (OLD) has become an important topic in the academic world. However, there remains a lack of evidence-based research on the integration of scaffolding strategies integrated into creative art contexts to support children’s creative expression and language production. In this study, a qualitative case study was conducted to analyze the non-participatory observation and artwork analysis of five-year-old children’s drawing activities in a kindergarten in China based on socio-cultural and scaffolding theories. Three types of core scaffolding strategies were summarized. The findings reveal that the three strategies work together dynamically within the children’s Zone of Proximal Development (ZPD): (1) the visual prompt strategy enriches the vocabulary diversity of metaphors, adjectives, and ordinal words; (2) dialogic narrative co-construction effectively improves narrative coherence across exposition, rising action, climax, and resolution; and (3) emotional engagement strategies foster a safe expressive environment, promoting the integration of affective vocabulary with intrinsic motivation. Accordingly, a three-dimensional integrated “visual-linguistic-emotional” scaffolding model was constructed, emphasizing the practical guidelines of simultaneous scaffolding and gradual scaffolding withdrawal during the warm-up, creation, and sharing sessions of the drawing activity. This study expands the application of scaffolding theory in unstructured art contexts, and provides a systematic practical framework for the design of cross-contextual language support strategies and teacher training in preschool education. Full article

Blending child-led exploration with purposeful teacher guidance and clearly defined learning goals, playful learning has been promoted as a promising approach for introducing computational thinking (CT) in early childhood education (ECE). However, there is a lack of practical guidance for teachers on how to design and implement playful CT learning effectively. To address this gap, we conducted a collaborative action research project and asked these two questions: (1) How can teachers effectively prepare and design a playful learning CT program using tangible CT toys? (2) How do teachers facilitate playful learning in the CT program? Through iterative cycles of planning, acting, observing, and reflecting, the first and second authors (teacher-researchers) designed and implemented their CT programs in a preschool classroom and an afterschool program respectively, and collected data including video recordings of sessions, participant-generated artifacts, program documentation, and anecdotal reflection notes. Based on our thematic analysis of the data, we identified practical principles for selecting CT toys, three key themes for CT program design and preparation—interest, ownership, and application, and two forms of teacher scaffolding during implementation: embodied approach and storytelling as scaffolding and assessment. The findings highlight practical ways that teachers can enhance children’s engagement, problem-solving skills, and conceptual understanding of CT, while also promoting autonomy and creativity through coding and storytelling. Full article

In this article, we present a hybrid optimization methodology using the whale optimization algorithm and Markov Chain Monte Carlo sampling technique in a teachers’ training development program regarding creativity in technology-enhanced learning design. Finding the best possible training for creativity in learning design with technology is a complex task, as many dynamic and multi-model variables need to be taken into consideration. When designing the best possible training, the whale optimization algorithm helped us in determining the right methods, resources, content, and assessment. A further Markov Chain Monte Carlo-based approach helped us in deciding with accuracy that these were the correct parameters of our training. In this article, we show that metaheuristic algorithms like the whale optimization algorithm, validated by a Markov chain technique like Markov Chain Monte Carlo, can help not only in areas like machine learning but also in fields without structured data, like creativity in technology-enhanced learning design. The best possible training for a teacher’s professional development in creative learning design is collaborative, hands-on, and utilizes creativity definitions for the product along with technology integration learning design models. Full article

This study investigated community engagement in developing the 21st-century skills of pre-service and in-service teachers in the context of four skills: communication, creative thinking, collaboration, and critical thinking. It focused specifically on the effectiveness of community engagement in promoting the 4Cs for pre- and in-service teachers and whether such effectiveness differs between pre-service and in-service teachers. This study used a sequential mixed-methods design. A quantitative survey of 160 pre-service and 80 in-service teachers in Abu Dhabi was conducted followed by purposeful qualitative interviews with 20 pre-service teachers. The instrument was adapted from an existing 21st century skills measures. Quantitative data were described using descriptive statistics and analyzed using inferential statistics. The interview transcripts were analyzed. The findings showed that in-service teachers’ performance was better than that of pre-service teachers in all four elements of 21st-century skills, with significant disparities recorded in critical thinking and collaboration, possibly because of field experience. These qualitative results show that community engagement promotes the 4Cs by allowing teachers to apply theoretical knowledge in field contexts and sharpen problem-solving, communication, and teamwork skills. Nevertheless, challenges such as limited resources and time must be compensated for with better initiatives that organizations can employ to promote community engagement activities. This study suggests that using social engagement activities in teacher training is a fruitful way to address this skill gap. This provides implications for teacher preparation and the infusion of community engagement into teachers’ training to foster the 21st-century development of competencies in teachers-to-be. Full article

This study examined the effects of the reading circle method on the curiosity and discovery perceptions, creative reading skills and visual literacy competencies of Turkish teacher candidates. The study group of the study conducted for this purpose consists of 48 teacher candidates studying in the Turkish language teaching department of a university in the north of Türkiye. A sequential mixed design was used in this study, which was conducted with mixed methods. In the quantitative dimension of this study, a pre-test and post-test, control-group-free experimental design was used, while in the qualitative dimension, a case study design was used. The Life Skills Scale, Individual Innovation Scale and semi-structured interview form were used to collect the data in this study. To examine the effect of the experimental process in this study, the data obtained were analyzed with a t-test for dependent groups; the data obtained from the interviews were analyzed with content analysis. According to the results obtained from this study, the reading circle method significantly affected the curiosity and discovery perceptions of teacher candidates. It was determined that creative reading skills have a significant effect on the sum of the scales and all other subdimensions except for the dimension of interpreting the text and the dimension of giving importance to visuality and interpreting visuals using Office software in visual literacy competencies. Full article

In recent years, there has been growing interest in the pedagogical use of ChatGPT within arts education, including literature, drama, music, and painting. This research investigates the beliefs of primary and secondary school teachers who teach arts regarding the pedagogical use of ChatGPT, exploring potential use, expected benefits or risks, support or rejection from the educational community, and possible barriers or facilitators, based on Ajzen’s Theory of Planned Behavior. A qualitative study was conducted with a sample of 67 teachers familiar with or having used ChatGPT in education. Data were collected through semi-structured interviews and analyzed thematically based on behavioral, normative, and control beliefs. Teachers identified expected benefits such as increased student interest, creativity, and critical thinking, as well as the facilitation of research and support for students with special needs. Concerns included copying, misinformation, and reduced critical thinking and creativity. They expressed ambivalence and skepticism toward ChatGPT’s pedagogical use, being optimistic about educational benefits and community support but concerned about future challenges. Finally, they emphasized the need for training and adequate technological infrastructure. The findings highlight the importance of equipping teachers with the necessary skills and institutional support to ensure the responsible and effective integration of AI in arts education. Full article