Search Results (98)

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

This study explores the perceptions of primary school teachers in Sparta, Greece, regarding toxic leadership behaviors and their impact on job satisfaction (JS) and organizational commitment (OC). The study was motivated by the need to investigate how school management practices, particularly in smaller regional communities, influence teacher well-being—an area underexplored in the Greek educational context. A total of 163 teachers participated by completing validated questionnaires assessing toxic leadership, job satisfaction, and organizational commitment. Exploratory factor analysis (EFA) identified two factors explaining 61.3% of the variance: one linking toxic leadership and job satisfaction and another centered on organizational commitment. Spearman’s correlation analysis revealed significant negative correlations between toxic leadership and both OC (r = −0.230, p < 0.001) and JS (r = −0.476, p < 0.001). Multiple regression analysis confirmed the predictive effect of toxic leadership on both variables. Interestingly, teachers with over 15 years of experience exhibited higher OC compared with those with up to 5 years of teaching experience, suggesting the resilience-building benefits of tenure. This study underscores the urgency for leadership development programs emphasizing ethical practices, emotional intelligence, and accountability to mitigate the adverse effects of toxic leadership. Full article

Teachers’ work engagement and burnout are crucial for both teachers and students. Traditional interventions have reduced burnout and increased engagement. However, with the rise in digital interventions and their advantages in scalability, cost-effectiveness, higher reach, and fidelity, we aimed to explore these aspects further. Thus, our research questions were: What are the core components of teachers’ digital and digitized interventions for work engagement and burnout? How are these interventions implemented, focusing on the mode of delivery, support systems, fidelity, and dosage? We examined the core components and implementation factors, including the mode of delivery, support systems, fidelity, and dosage of digital interventions for teachers’ work engagement and burnout. A systematic review of the literature was conducted using Cochrane guidelines and PRISMA reporting. Of 1761 studies, 15 were eligible, and six were included, but none examined work engagement as an outcome variable. Moreover, core components included mindfulness, stress management, emotional intelligence, social–emotional competencies, organizational skills, and technological competence, all targeting personal resource development. These findings align with Domitrovich et al.’s framework and JD-R theory, emphasizing support systems and personal resources. Using the Job-demands resources theory and Domitrovich et al.’s framework, we found that all six studies focused on burnout using the Maslach Burnout Inventory. Four reported significantly decreased emotional exhaustion, two increased personal accomplishment, and one decreased depersonalization. Two digital interventions showed no significant changes in the burnout dimension. The small sample size limits conclusions, but the results indicate a fundamental difference between digital and digitized interventions regarding design, and the necessary support systems. Our findings indicate that core components must target teachers’ personal and job resources and job demands. Moreover, fidelity, dosage, and duration measures are crucial, along with facilitated group discussions and technical assistance for successful outcomes on burnout. These findings are relevant for practitioners, researchers, and policymakers, extending beyond education. Future research directions and implications are discussed. Full article

Scientific research has examined relationships between various emotional factors in teachers; however, few studies have analyzed these relationships jointly. This study aimed to explore mechanisms through which emotional intelligence, resilience, stress, and burnout influence the psychological well-being of 338 trainee teachers (comprising 72.8% women) from the University of Alicante. Structural equation modeling was used to assess the direct and indirect effects among the variables included in the model. The instruments employed were the Trait Meta-Mood Scale, the Connor–Davidson Resilience Scale, the Perceived Stress Scale, the Maslach Burnout Inventory, and Ryff’s Psychological Well-being Scale. The results indicated that resilience had a direct and positive effect on psychological well-being, while burnout had a direct but negative effect. In addition, emotional intelligence and stress influenced psychological well-being indirectly: emotional intelligence exerted a positive impact through resilience, whereas stress had a negative impact through burnout. The model explained a high percentage (85.3%) of variance in psychological well-being. This study provides empirical evidence on how these variables interact and highlights the importance of incorporating these abilities into teacher training programs to enhance teachers’ psychological well-being and thereby improve the quality of the educational process. Full article

Integrating technology-enhanced gamification into teacher education can significantly foster motivation and reshape perceptions toward science learning. This mixed-methods case study explores how a 14-week course for preservice early childhood teachers, supported by the digital gamification platform FantasyClass and enriched with a cohesive narrative structure, impacted students’ motivation and attitudes towards science. The course featured structural gamification elements—such as experience points, digital collectibles, and team-based challenges—combined with immersive storytelling that contextualized scientific tasks within a fantasy adventure. Quantitative data from pre- and post-intervention surveys revealed statistically significant improvements in attitudes toward science and perceived teaching competence. Thematic analysis of qualitative feedback highlighted enhanced engagement, enjoyment, and relevance of science learning. These findings suggest that intelligent integration of gamified technologies and narrative design in science teacher initial training can address motivational barriers and foster positive emotional engagement. While context-specific, this study offers insights into how digital gamified learning environments can support the development of positive attitudes towards science among future early childhood educators. Full article

This study investigates the integration of mentorship, self-regulated learning (SRL), and generative artificial intelligence (gen-AI) to support pre-service teachers (PSTs) before and during work-integrated learning (WIL) placements. Utilising the Mentoring and SRL Pyramid Model (MSPM), it examines how mentors’ dual roles as coaches and assessors influence PSTs’ SRL and explores to what extent gen-AI can assist PSTs in meeting the demands of WIL placements. Quantitative and qualitative data from 151 PSTs, including survey, interview, placement scores, and mentor feedback were analysed using statistical correlation analysis and thematic analysis to reveal varied mentorship approaches. Gen-AI tools are highlighted as valuable in enhancing PSTs’ SRL, providing tactical and emotional guidance where traditional mentorship is limited. However, challenges remain in gen-AI’s ability to navigate complex interpersonal dynamics. The study advocates for balanced mentorship training that integrates technical and emotional support, and equitable access to gen-AI tools. These insights are critical for educational institutions aiming to optimise PST experiences and outcomes in WIL through strategic integration of gen-AI and mentorship. Full article

The Industry 4.0 era has brought significant changes in all areas of everyday life. This development has an impact on employment relations, making evaluation a core aspect of human resource management, especially in education, where new skills and knowledge are important. Thus, the role of educational leaders as managers and evaluators of the educational staff, and especially, the characteristics/skills they should possess for an effective employee evaluation, are essential for a positive work environment. This study explores the qualitative characteristics that the educational unit manager should have to implement formative assessment practices effectively, and specifically, the mediating role of resilience and self-efficacy in the relationship between emotional intelligence and formative assessment. The sample consisted of 258 educational unit managers serving in primary public schools in the prefectures of Pieria, Imathia, Pella, Kilkis, and Chalkidiki, Greece. A self-report questionnaire was administered online using four scales: TEIQue-SF for emotional intelligence, the Multidimensional Teachers’ Resilience Scale, the New Generalized Self-Efficacy Scale, and the Teacher Formative Assessment Practice Scale. The model was evaluated with SPSS.20 and PLS-SEM v. 4.1.0.6. The results indicate that resilience plays the most crucial role in the model, acting as a key mediator between emotional intelligence and formative assessment. While self-efficacy also has a mediating role, it is effective only when combined with resilience, rather than functioning independently. This research’s results suggest a necessity for implementing professional development programs within schools for both educational managers and teachers. These findings have practical implications for in-service training of educational leaders in emotional intelligence and resilience-based HR practices. Full article

This study presents a systematic mapping of inclusive pedagogical models in STEM education, focusing on integrating emotional intelligence, resilience, and motivation from a gender perspective. The research aims to identify strategies that promote inclusive learning environments and reduce gender gaps in STEM disciplines. A total of 753 studies were initially identified, with 51 articles meeting the inclusion criteria and being analyzed in depth. The results reveal that active methodologies, emotional intelligence training, mentoring programs, and the presence of female role models are key strategies for fostering women’s participation and retention in STEM fields. Additionally, the findings highlight the growing importance of integrating socio-emotional skills in STEM education to improve academic performance and strengthen resilience and motivation, particularly in under-represented groups. The study discusses challenges such as teacher resistance, lack of training, and contextual barriers that affect the implementation of inclusive models. It also reflects on the influence of cultural and linguistic factors, especially in Latin American contexts. This work expands the understanding of inclusive pedagogical practices in STEM and provides relevant recommendations for educators, curriculum designers, and policymakers aiming to foster equity and sustainability in education. Full article

The integration of artificial intelligence (AI) in special education has the potential to transform learning experiences and improve outcomes for students with disabilities. This systematic literature review examines the application of AI technologies in special education, focusing on personalized learning, cognitive and behavioral interventions, communication, emotional support, and physical independence. Through an analysis of 15 studies conducted between 2019 and 2024, the review synthesizes evidence on the effectiveness of AI tools, including intelligent tutoring systems, adaptive learning platforms, assistive communication devices, and robotic aids. The findings suggest that AI-driven technologies significantly enhance students’ academic performance, communication skills, emotional regulation, and physical mobility by providing tailored interventions that address individual needs. This review also highlights several challenges, including limited access to AI technologies in low-resource settings, the need for more comprehensive teacher training, and ethical concerns related to data privacy and algorithmic bias. Additionally, the geographic focus of the current research is primarily on developed countries, overlooking the specific challenges of implementing AI in resource-constrained environments. This review emphasizes the need for more diverse and ethical research to fully realize the potential of AI in supporting students with disabilities and promoting inclusive education. Full article

With the development of Artificial Intelligence (AI) technology, more and more AI chatbots (e.g., ChatGPT and DeepSeek) are beginning to affect work and lifestyles. Although AI chatbots have brought many opportunities to education and teacher trainees, they have also caused many problems and resistance among some teacher trainees. However, previous studies have focused more on the influence of positive acceptance factors induced by AI chatbots and less on the negative barrier model induced by AI chatbots. Therefore, this study starts from the negative barrier factors induced by AI chatbots and builds an influencing barrier model of AI chatbot resistance guided by Innovation Resistance Theory (IRT) and appropriately draws on Cultural Dimension Theory (CDT), Unified Theory of Acceptance and Use of Technology (UTAUT), and practical characteristics. The questionnaires mainly adopt convenience sampling and snowball sampling methods, and the data are empirically analyzed. The results show that Uncertainty Avoidance, the Social Influence Barrier, and Technology Anxiety have a significant and direct influence on teacher trainees’ resistance to AI chatbots. Meanwhile, Uncertainty Avoidance, the Social Influence Barrier, and Technology Anxiety play significant mediating roles in the impact of the Usage Barrier (UB), Image Barrier (IB), Value Barrier (VB), Risk Barrier (RB), and Tradition Barrier (TB) on resistance behaviors, revealing the complex path through which cognition-emotion-society factors jointly shape technology resistance behaviors. Therefore, this study not only contributes to enriching the theoretical results of combining Innovation Resistance Theory with AI chatbots and adding new research paths (e.g., the mediating role of Uncertainty Avoidance) but also provides a practical guide for the dissemination of AI chatbots among teacher trainees and future technological talents in a sustainable future. Full article

This study aimed to explore the relationships among peer and teacher support, emotional intelligence, and creative thinking. A total of 335 middle school students in grade seven were surveyed in China, including boys 187 (55.8%) and girls 148 (44.2%), aged from 11 to 14 years (M = 12.5; SD = 0.5). Results of the partial least square structural equation modeling showed that emotional intelligence was a positive mediator in the processes from peer and teacher support to middle school students’ creative thinking, and emotion regulation strategies moderated these processes from emotional intelligence to creative thinking. Specifically, both peer and teacher support had an indirect effect on creative thinking through emotional intelligence. Moreover, the four dimensions of emotional intelligence bore different mediating powers. Among them, emotion regulation exhibited the greatest mediating power, and self-emotion appraisal is the least. In addition, both reappraisal and suppression positively moderated the impact of emotional intelligence on creative thinking. Moreover, reappraisal had stronger moderating power than that of suppression. Interestingly, the direct effects of both peer and teacher support on creative thinking were not observed. This study offers knowledge about the mechanisms of peer and teacher support and students’ creative thinking, and implications for practitioners were also discussed in this study. Full article

It is important to work on educating children’s emotional intelligence, namely the re-awareness and control of emotions, both their own and those around them so that they feel empathy for others, establish and maintain positive relationships and make conscious decisions. This document describes a proposal for a gamified solution, based on the development of a multimedia product, which aims to help children, parents and teachers in the education of emotional intelligence in children. The solution makes it possible to present everyday scenarios to children, allowing adults to find out how they feel and, based on this information, to work on feelings and social behaviour. The solution was based on research into studies available in scientific databases on children’s emotional intelligence, as well as research into exercises that can help work on this same issue. Once implemented, the solution was tested with children from a primary school, where it was possible to collect feedback from them and their teachers and make improvements. This study presents the design, development and evaluation of a gamified application for children focused on emotional intelligence. The methodology used is based on a systematic literature review following the PRISMA protocol and the development of an iterative multimedia product. The study sample included around 200 elementary school children, where it was possible to collect qualitative feedback to evaluate the effectiveness of the application. The results obtained made it possible to make improvements to the design of the application and to obtain feedback from the teachers, which was very positive, but transmitted by direct interview. Full article

Artificial intelligence (AI) is increasingly shaping diverse sectors, including education, sparking debates about its potential to transform pedagogical practices and redefine the role of educators. This study explores the perceptions and applications of generative AI in Moroccan higher education to better understand its implications for teaching and learning. A mixed-methods approach was adopted, combining quantitative data from 130 teachers and 156 students with qualitative insights. Quantitative findings reveal significant differences: students demonstrate greater openness to adopting AI, appreciating its capacity to provide instant feedback, enhance creativity, and improve academic performance. In contrast, teachers express reservations, particularly regarding AI’s potential to undermine critical soft skills such as collaboration, problem-solving, and critical thinking. Qualitative analyses confirm these trends, highlighting that, while AI is perceived as a valuable complementary tool, it cannot replace the essential human role of educators in providing personalized guidance and addressing students’ emotional and cognitive needs. Both groups agree on the necessity of enhanced digital literacy to ensure ethical and effective AI integration. These findings underscore the opportunities of generative AI, such as personalized learning and efficiency, while addressing limitations like ethical concerns and over-reliance, offering actionable insights for policymakers, educators, and technologists aiming to integrate AI responsibly in education. Full article

Although many studies have examined which teaching strategies are effective in achieving inclusive education, less attention has been paid to the role of teachers’ emotional competence. This study aimed to systematically review the literature on the relationship between teachers’ emotional competence and inclusive education through the following research questions: (1) What aspects of teachers’ emotional competence have been studied in relation to inclusive education? (2) How does teachers’ emotional competence influence different aspects of inclusive education? Five electronic databases were searched for all peer-reviewed empirical studies published from 2010 to February 2025. Studies were selected if they focused on K-12 teachers’ emotional competence in relation to inclusive education and were based on empirical designs. The CASP (Critical Appraisal Skills Programme) checklist was used to assess the quality of included studies. Eighteen studies were included. They drew on partially overlapping definitions of emotional competence (i.e., emotional intelligence, emotional awareness, empathy, and emotion regulation) and considered multiple indicators of inclusion that focused on student (engagement, motivation, emotional self-regulation, emotional development, and academic outcomes) and contextual variables (classroom management, teacher–student relationships, and classroom climate). Outcomes differed across various disabilities and special educational needs (SENs). The role of emotional competence should be considered both in improving teachers’ skills in professional practice and in providing adequate and comprehensive training for future teachers. These findings highlight the need to integrate emotional competence training into teacher education programs and inform education policy aimed at fostering more inclusive learning environments. Full article

Technology-assisted emotion analysis opens new possibilities for the early identification of risk behaviors that may impact the well-being of university students, contributing to the creation of healthier, safer, and more proactive educational environments. This pilot study aimed to design and develop a technological prototype capable of analyzing students’ emotional states and anticipating potential risk situations. A mixed-methods approach was adopted, employing qualitative methods in the ideation, design, and prototyping phases and quantitative methods for laboratory validation to assess the system’s accuracy. Additionally, mapping and meta-analysis techniques were applied and integrated into the chatbot’s responses. As a result, an educational technological innovation was developed, featuring a chatbot structured with a rule-based dialogue tree, complemented by an ontology for knowledge organization and a pre-trained artificial intelligence (AI) model, enhancing the accuracy and contextualization of user interactions. This solution has the potential to benefit the educational community and is also relevant to legislative stakeholders interested in education and student well-being, institutional leaders, academic and well-being coordinators, school counselors, teachers, and students. Full article