Search Results (2,073)

Education for Sustainable Development promotes educational approaches that integrate scientific knowledge, experiential learning, and critical reflection to address complex socio-environmental challenges. Within this framework, school gardens have been recognized as learning environments that foster interdisciplinary teaching, environmental awareness, and socio-emotional development. However, their integration into formal curricula remains limited due to structural constraints and insufficient teacher preparation. This study evaluated the implementation of a university–school partnership intervention model aimed at strengthening teacher training for the pedagogical integration of school gardens in basic education in Veracruz, Mexico. A sequential exploratory mixed-methods design was applied, combining an initial diagnostic survey with a subsequent intervention and evaluative phase. In the diagnostic phase, 71 teachers from preschool, primary, and secondary education participated in a survey to identify training needs and perceptions regarding the educational use of school gardens. Subsequently, 34 teachers participated in agroecological and pedagogical training workshops and evaluated a didactic guide designed to facilitate curricular integration. The results revealed high teacher motivation to implement school gardens despite limited institutional infrastructure. Participation in the training program strengthened teachers’ pedagogical capacities and promoted the use of school gardens as interdisciplinary learning environments. The findings suggest that structured university–school collaboration models can support sustainability-oriented teacher training and facilitate the integration of experiential learning into formal education. Full article

School leadership plays a key role in shaping school organization and professional practices, yet limited attention has been paid to how leadership styles vary across school contexts. Differences between rural and urban schools remain underexplored in the Spanish context. This study examines differences in leadership styles between rural and urban schools, focusing on transformational, transactional, and passive-avoidant leadership. Data were collected from 400 teachers across 31 schools (20 rural and 11 urban) who evaluated the leadership exercised by their school management teams using the Multifactor Leadership Questionnaire (MLQ5X). Non-parametric analyses were conducted to compare leadership styles and examine relationships, as well as assess the influence of school size. The results indicate significant contextual differences: rural schools reported higher levels of transformational and transactional leadership, whereas urban schools exhibited higher levels of passive-avoidant leadership. Transformational and transactional leadership were positively correlated in both contexts, while passive-avoidant leadership was negatively associated with the other styles only in urban schools. Regression analyses showed that school size significantly predicted leadership styles, with smaller schools fostering more proactive leadership practices. These findings underscore the importance of context in shaping leadership dynamics and suggest that relational features of rural leadership may inform leadership development in urban school settings. Full article

Background: This study aimed to examine whether a physical education program based on the ecological dynamics approach, implemented through small-sided games (SSG), produces greater improvements in motor skills, daily physical activity levels, and perceived physical fitness in middle school students. Methods: Forty-eight students were assigned to an SSG group (ecological dynamics lessons including small-sided games, n = 26) or a Control group (traditional lessons based on teacher-centered instruction and analytical exercises, n = 22). The intervention lasted 12 weeks, with two sessions per week. Motor performance was assessed using the standing broad jump, 5-standing broad jump, 20 m sprint, 10 × 5 m shuttle run, 5-0-5 agility test, and sit-and-reach test. Daily physical activity was evaluated using the International Physical Activity Questionnaire—Short Form (IPAQ-SF), and perceived physical fitness was assessed using the Visual Analogue Fitness Perception Scale for Adolescents (FPVASA). Results: Significant group-by-time interactions were found in all motor tests. IPAQ-SF data revealed significant group-by-time interactions for vigorous and moderate physical activity. Perceived physical fitness showed significant group-by-time interactions for all items except flexibility. Conclusions: Physical education lessons structured according to the ecological dynamics approach and implemented through SSG-based protocols led to greater improvements than traditional methods. The dynamic and variable nature of SSG likely enhances neuromuscular stimulation, motor engagement, and motivation during physical education lessons. Full article

This study validates Danielson Framework for Teaching (DFfT) instruments’ structure, dependability, and contextual appropriateness within the multicultural, standards-driven education system of the United Arab Emirates (UAE) in accordance with Vision 2021 and national teacher competency frameworks. Quantitative data were collected from 629 UAE schoolteachers through administering a questionnaire-based survey. Principal Component Analysis and Confirmatory Factor Analysis yielded discriminant, convergent, and construct validity in addition to internal consistency using the Composite Reliability Index and Average Variance Extracted for all scales. Four DFfT domains were shown to have a stable structure based on Principal Component Analysis results: planning and preparation (six factors, α = 0.92–0.99), learning environment (five factors, α = 0.98–0.99), learning experiences (five factors, α = 0.96–0.99), and principled teaching (six factors, α = 0.69–0.99). Notably, all constructs had excellent model fit with substantial factor loadings and inter-item as confirmed by the results of the Confirmatory Factor Analysis. With the exception of one minor subscale (α = 0.69), all dependability coefficients exceeded recommended benchmarks. The first-order full DFfT structural model of the four main domains validation demonstrated a reliable framework (CFI = 0.917, TLI = 0.902, IFI = 0.919, χ²/df = 1.635, and RMSEA = 0.078) for professional development, instructional improvement, and policy alignment with potential relevance beyond the UAE context, as well as psychometric soundness and contextual adaptability for teachers’ professional growth and evaluation in UAE schools. The study’s findings are significant, as they are the first to empirically validate the psychometric properties of the Danielson framework of teaching instruments in the UAE. Full article

Grounded in the assessment ecology framework, we examine how assessment components (school assessment policies, teacher assessment practices and training) are linked to the reading achievements of 151,969 students from 19 countries. Analyses of the 2018 PISA survey and test data yielded these results. Schools that posted assessment results for accountability, or teachers who often clarified learning goals, tracked student progress or accordingly adapted their teaching had students with higher reading scores. By contrast, schools mostly using assessment data to evaluate, teachers trained in reading comprehension assessment, or giving more feedback had students with lower reading scores. Students in richer countries or with better relationships with their teachers had higher reading scores. These findings show the complexity and interactions within assessment ecologies that shape learning outcomes. Full article

This structured narrative review aimed to synthesize the findings of various studies to determine the efficacy of Self-Regulated Learning (SRL) training programs for in-service and pre-service teachers on their knowledge and skills, and to evaluate the transfer to teaching practice and student outcomes. Following PRISMA guidelines, a search was conducted across Web of Science, Scopus, and PsycInfo, ultimately including 30 intervention studies. The results confirmed that professional development is effective in enhancing teachers’ knowledge, skills, and beliefs related to SRL. However, due to wide methodological diversity, the review identified varied intervention factors showing promise, but a unified association between sample type (in-service vs. pre-service) and overall impact was unattainable. While SRL training successfully improves teacher competency, the limited evaluation of student performance or long-term effects prevents the definitive claim that the training reliably changes teaching practice toward a more self-regulated approach. Future research should prioritize robust longitudinal designs and include student-level measures. Full article

Sustainable pedagogical reform requires more than teacher preparedness; it depends on how school leaders interpret and coordinate the conditions that enable change. This focus is particularly critical in contexts where Problem-Based Learning (PBL) is introduced within predominantly traditional, exam-oriented pedagogical environments, requiring careful consideration of leadership’s perception of system-level readiness to support such shifts. This study investigates how Chinese K–12 school leaders conceptualize readiness for institution-wide implementation of PBL. Using Q methodology with 42 school leaders, four distinct leadership logics were identified: leadership-mediated cultural readiness through recognition, belief-driven pedagogical practice, externally anchored system-level readiness, and experientially grounded cultural readiness. These viewpoints reveal different ways leaders prioritize cultural alignment, belief formation, structural coordination, and experiential learning when organizing reform conditions. Despite these differences, participants showed several areas of shared positioning, particularly around coordination, expertise-based responsibility distribution, evaluation alignment, and adaptive responses to reform conditions. The findings extend change readiness research beyond teacher-focused perspectives by demonstrating how leaders interpret readiness as a multidimensional and system-level phenomenon. By illuminating distinct leadership logics for coordinating reform within centralized governance contexts, this study highlights the importance of aligning beliefs, professional relationships, institutional structures, and student learning improvement goals to support sustainable pedagogical transformation. Full article

Education systems are increasingly expected to integrate sustainability-related competencies within formal curricula; however, practical models for embedding such competencies remain limited. This study examines how financial literacy can be operationalized as a transversal sustainability competence through a public–private partnership (PPP) model implemented in Romania between 2022 and 2025. Adopting a longitudinal single-case study design, the analysis combines program-level indicators with evaluation data across three implementation phases: pilot, structured regional expansion, and national consolidation. The findings indicate that financial literacy can be progressively integrated across disciplines through teacher-mediated approaches supported by continuous professional development, adaptable instructional resources, and balanced governance arrangements. The results further show that scaling occurs through multidimensional processes involving increasing pedagogical depth, sustained teacher engagement, and gradual institutional embedding. In this context, PPPs function as enabling governance mechanisms that facilitate resource mobilization and coordination while preserving pedagogical autonomy. The study contributes to the literature by conceptualizing financial literacy as a sustainability-relevant transversal competence, advancing understanding of ecosystem-based scaling in education, and providing a practice-oriented model for integrating such competencies within formal schooling systems. Full article

Recent automated search methods have improved lower bounds for several Ramsey numbers, but the strongest gains often depend on structured seeding and cell-specific heuristic discovery. This leaves open a more fundamental question: Can a useful search structure be transferred across related Ramsey cells rather than rediscovered independently for each target instance? This work proposes a teacher–student framework for transferable structural search in Ramsey graph construction, inspired by the structure-distillation logic of Physics Structure-Informed Neural Networks (Ψ-NNs). The framework builds compressed structural representations from teacher witnesses and search traces, extracts reusable motifs and relations, and reconstructs transfer candidates. These are refined by balanced search and, for weak R(3, s) cells, by exact small-cell supervision. The framework is evaluated as a proof of concept across five Ramsey cells under transfer, matched-compute, search, ablation, and interpretability settings, including a proportional shift-scaling baseline and a greedy triangle-closing baseline that probe the structure-validity frontier from complementary directions. Supplementary experiments cover seed robustness, budget sensitivity, transfer-neighborhood variation, structural-resolution changes, stronger exact supervision, cross-r teacher pooling, single-teacher configurations, and scaling behavior across graph sizes. The results show that the portfolio version of the framework is the strongest balanced transfer method in the current study, while a structure-dominant oracle achieves stronger witness-shape agreement but worse Ramsey-valid construction. These findings reveal a clear structure-validity frontier and suggest that transferable Ramsey search should be evaluated by how well structural priors survive the validity constraints of new cells. Full article

This study explores how pre-service early childhood educators imagine and anticipate their upcoming practicum experience before entering the classroom, focusing on how schooling is both remembered and reimagined in advance of practice. Drawing on qualitative data from open-ended prompts in a Google Forms survey with undergraduate teacher education students, the study examines expectations regarding childhood, schooling, the teacher’s role, and practicum challenges. Using thematic analysis, the findings reveal persistent tensions in how participants conceptualize teaching and learning. While students frequently articulate child-centred and democratic ideals—emphasizing care, participation, and experiential learning—their responses simultaneously reproduce elements of the schoolized mind, through which schooling is imagined as structured by control, transmission, evaluation, and teacher authority. Practicum is anticipated both as a learning opportunity and as a moment of exposure requiring competence, classroom management, and error avoidance. The findings suggest that pre-service teachers approach practicum through already sedimented and socially shaped imaginaries of schooling. These anticipatory frameworks highlight the need for teacher education to critically engage with how schooling is imagined, in order to better shape future pedagogical practice. Full article

This study examined the effect of a psycho-education program on the awareness levels of teachers regarding child abuse and neglect. The study was conducted with teachers working in regions characterized by the presence of at-risk groups. Within the scope of the study, 18 teachers were assigned to the experimental group and 18 teachers to the control group. The experimental group participated in a structured psycho-education program on child abuse and neglect, while no intervention was implemented for the control group. Prior to the intervention, pre-test measurements were conducted using the Child Abuse Awareness Scale for both groups. The psycho-education program consisted of 10 weekly online sessions, each lasting approximately 100–120 min. The findings revealed a significant difference between the pre-test and post-test scores of the experimental group compared with the control group, indicating the effectiveness of the psycho-education program in increasing teachers’ awareness levels. The results suggest that such training programs may play an important role in enhancing teachers’ knowledge and awareness of child abuse and neglect, particularly in recognizing signs of abuse and understanding reporting procedures. Full article

This study investigates the structural relationships between maternal phubbing, toddlers’ language development, and their social development over a three-month interval. The sample consisted of 239 toddlers (aged 16–36 months) residing in Seoul and Gyeonggi-do, along with their mothers and classroom teachers. Data collection was conducted in two phases: the primary survey in May 2025 assessed maternal phubbing and toddlers’ language development through maternal reports, followed by a secondary survey in August 2025, where classroom teachers evaluated the toddlers’ social development. The findings revealed that while maternal phubbing did not significantly predict toddlers’ language development, it exerted a significant negative impact on their social development three months later. Additionally, toddlers’ language development was found to positively influence their subsequent social development. These results suggest that maternal phubbing and toddlers’ language development operate through independent pathways to influence social outcomes. By employing a three-month short-term longitudinal design (time-lagged design), this study identifies a direct path from maternal phubbing to social development and reaffirms the critical role of early language skills in fostering social competence during toddlerhood. Full article

This study examines the increasing concern regarding teacher job satisfaction, which has a direct impact on retention, instructional quality, and student outcomes. Traditionally, teacher satisfaction has been evaluated through questionnaires, which present limitations in terms of data efficiency and analyses. In this study, machine learning techniques were applied to data from the PISA 2022 teacher questionnaire in Morocco (N = 2998 lower-secondary teachers). Two multiclass classification targets were defined: overall job satisfaction (SATJOB_class) and satisfaction with the teaching profession (SATTEACH_class), each categorised into three balanced classes: low (<−0.5), medium (−0.5 to 0.5), and high (>0.5) classes. The methodology comprised four key stages. Initially, comprehensive pre-processing was conducted to address missing values, retaining features with fewer than 300 missing entries and applying mode imputation. Subsequently, nine classifiers, including logistic regression, K-nearest neighbours, multinomial naïve Bayes, support vector machine, decision tree, random forest, XGBoost, AdaBoost, and a feed-forward Artificial Neural Network, were evaluated using identical train/test splits and hyperparameter tuning. Third, the model performance was assessed using accuracy, precision, recall, and F1-score. Finally, the feature importance was derived from tree-based and permutation methods. The results indicated that XGBoost outperformed the other models for SATJOB_class with an accuracy (0.61), precision (0.62), recall (0.61), and F1-score (0.61), followed by Random Forest (accuracy = 0.59), Logistic Regression (accuracy = 0.59), and AdaBoost (accuracy = 0.59). For SATTEACH_class, Random Forest led with accuracy (0.59), followed closely by XGBoost (0.58), ANN (0.57), and AdaBoost (0.56). Key predictors of teacher job satisfaction included workload-related variables and school-environment factors, which consistently emerged as the most important features across the best-performing models. The methodology and open-source pipeline provide a reproducible framework for evidence-based interventions to improve teacher retention and instructional quality, offering valuable insights for policymakers and educational administrators. Full article

Do teacher education programs improve students’ confidence in their field practice teaching skills? Despite a growing interest in how student teachers’ practice self-efficacy (PSE) develops, we know little about the impact of the various components of teacher education programs on PSE. The present study examined whether the first year of teacher education, and particularly the field practice in schools which is directed at training and learning teacher practices, is associated with practice self-efficacy using a targeted measure of PSE for student teachers. Using independent sample t-tests and one-way analysis of variance with survey data from 338 students, we show that second-year students have higher PSE than first-year students on most PSE dimensions, with the largest differences being on the PSE dimensions of Planning and preparation, Teaching in itself, and Evaluation and development. In contrast, first-year students scored higher on Adult collaboration PSE. Further exploratory analyses showed that English majors had lower Planning and preparation and Teaching in itself PSE than other majors, whereas Mathematics majors had higher Adult collaboration PSE. We also conducted item analysis for the purpose of validating the PSE for both first- and second-year students. The findings advance our knowledge of differences in practice self-efficacy over the first year of teacher education. Full article

Farm-to-school initiatives, including school gardens, are an increasingly popular strategy to increase student access to healthy produce and nutrition education opportunities. While studies show school garden programs and garden-enhanced nutrition education can positively impact student consumption of fruits and vegetables, there is a gap in evaluation tools that can be used by practitioners across varied school sites, grades, and communities, to assess outcomes of their garden programs. This effort piloted the Student Garden Retrospective Survey (SGR) for grades 4+ in four classrooms in two counties in California. The instrument included items to measure program exposure, garden skill experiences, changes in students’ behaviors, preferences, and attitudes, as well as their perceptions of the program. Student and teacher feedback on the evaluation tool was gathered to determine if students understood the questions being asked, were able to complete the survey, and whether the evaluation questions were pertinent to their school gardening experiences. The results demonstrate that the SGR is suitable for evaluating school garden and garden-enhanced nutrition education programming. In the future, the evaluation tool can be used by practitioners to iteratively improve garden-based education to enhance students’ nutrition and health outcomes. Full article