Search Results (2,056)

Background: Accurate brain tumor segmentation from Magnetic Resonance Imaging (MRI) depends on the fusion of multiple complementary modalities. However, clinical practice often faces incomplete modality sets due to acquisition failures, patient contraindications, or protocol variations. Current methods either treat each modality feature extractor in isolation or depend on computationally expensive teacher networks for cross-modal knowledge transfer. Objective: This paper presents Hierarchical Adaptive Group Self-Support Learning with Boundary-Aware Calibration (HAGSS), a framework that overcomes three key limitations of existing group self-support methods: static group formation that ignores temporal prediction quality, uniform treatment of boundary and interior voxels, and distribution mismatch across heterogeneous modality logits. Methods: We propose a hierarchical adaptive group formation mechanism that reassigns group leader roles at each epoch based on voxel-level prediction confidence scores instead of fixed sensitivity priors. We also introduce a boundary-aware calibration module that applies spatially varied distillation weights with greater emphasis on tumor boundary regions. In addition, we design a cross-scale consistency regularization term that enforces agreement between multi-resolution predictions to stabilize the self-support target. Results: Experiments on BraTS2020, BraTS2018, and BraTS2021 datasets show that HAGSS achieves consistent improvements over state-of-the-art baselines. The average Dice gains across the whole tumor, tumor core, and enhancing tumor regions reach 1.30% on BraTS2020 and 1.61% on BraTS2021 compared to existing methods. All improvements are statistically significant ($p<0.05$). Conclusions: HAGSS operates exclusively during training, adds no parameters or inference cost, and can be applied as a plug-in module to any multi-encoder incomplete multi-modal segmentation architecture. Code is publicly available at GitHub. Full article

Teacher coaching is a widely used approach to support teacher professional development, yet the relational and psychological factors that influence coaching outcomes remain underexplored. Guided by the Expectancy-Value Theory and prior literature, this study examined the role of coaching relationships, teacher self-efficacy, and teachers’ motivation for coaching in the coaching process, with two key outcomes: teachers’ acceptability of coaching and perceived stress. A sample of 308 K-12 teachers from the United States completed relevant measures. Structural equation modeling revealed that high-quality coaching relationships were significantly associated with greater acceptability, self-efficacy, and motivation, particularly increased perceived benefits and reduced reservations. Coaching relationships and coaching acceptability were indirectly associated via self-efficacy and perceived benefits. The indirect association between coaching relationships and stress was fully explained through self-efficacy. These findings underscore the importance of fostering strong relationships with teachers and addressing motivational components to enhance the effectiveness of coaching interventions. Full article

Although generative artificial intelligence (GenAI) feedback shows promise for educational applications, its actual impact on learning outcomes and the factors influencing its effectiveness remain unclear. This study conducted a systematic review and meta-analysis to evaluate the effectiveness of GenAI feedback and identify key moderating factors. Following the PRISMA 2020 guidelines, we reviewed 36 experimental and quasi-experimental studies published between 2023 and 2025, yielding 72 effect sizes. The results revealed that GenAI feedback had a moderate positive effect on academic achievement (g = 0.61), with significant moderation by contextual factors. Subgroup analysis revealed that teaching methods significantly moderated the effectiveness of GenAI feedback, with stronger effects observed in learner-centered environments promoting active construction than in teacher-centered, receptive instruction; whereas educational level, disciplines, intervention duration, and GenAI role showed no significant moderation. A three-level random-effects model was employed to account for effect size dependencies, correcting for the underestimation of standard errors typical of conventional two-level models. Outcome dimension analysis showed that GenAI feedback had the strongest impact on cognitive outcomes, with promising but less established benefits for metacognitive development, and modest effects on non-cognitive outcomes. Future research should further clarify the roles of metacognitive and non-cognitive outcomes in GenAI feedback. In practice, GenAI feedback should serve as complementary scaffolding within constructivist pedagogies to support metacognitive development, while teacher emotional support should be preserved to foster students’ non-cognitive development. Full article

As AI and digital tools become more widely adopted in school education, integrating them sustainably into teacher preparation has become a central concern for sustainable teacher education. This study examined how pre-service elementary teachers develop scientific concepts within AI-integrated lesson plans and how those patterns change within each case following teaching demonstrations and instructor feedback. Qualitative content analysis was conducted on twelve lesson plans—initial drafts and revised versions from six groups across two science units—produced within an elementary science methods course. Plans were analyzed along three dimensions of conceptual development (conceptual structuring, generalization, and conceptual explicitness) and three functional roles of AI and digital tools. In draft plans, tools were predominantly used for learner engagement and artifact production, with scientific concepts embedded in activity contexts. Following feedback, conceptual explicitness was the dimension most frequently revised, while changes in conceptual structuring and generalization appeared in fewer cases. Cases in which conceptual development reached higher levels in revised plans shared a common design feature: AI outputs were repositioned within the consolidation stage in connection with explicit concept statements, rather than serving as content presentation. These findings suggest that pedagogical judgment about positioning AI outputs within lesson stages, reflected across design–demonstration–feedback–revision cycles, is central to the quality of AI-integrated science lesson design and offers implications for sustaining teacher preparation in the era of AI. Full article

Background: Environmental health literacy plays an important role in helping individuals recognize environmental risks and adopt sustainable behaviors. Increasing environmental awareness may also influence emotional responses to environmental problems such as climate change. However, the mechanisms linking environmental health literacy to climate change anxiety remain insufficiently explored. This study aimed to examine the relationship between environmental health literacy and climate change anxiety among teachers and to evaluate the mediating role of ecological footprint awareness in this relationship. Methods: This cross-sectional study was conducted with teachers working in public schools in the provinces of Elazığ and Erzincan, Türkiye. Data were collected using a personal information form, the Environmental Health Literacy Scale, the Ecological Footprint Awareness Scale, and the Climate Change Anxiety Scale. Descriptive statistics, group comparison tests, correlation analyses, and mediation analysis based on structural equation modeling were performed to examine the relationships among the study variables. Results: Participants’ mean scores were 35.98 ± 9.12 for the Climate Change Anxiety Scale, 95.37 ± 18.29 for the Environmental Health Literacy Scale, and 118.08 ± 25.92 for the Ecological Footprint Awareness Scale. Environmental health literacy was positively associated with ecological footprint awareness, and ecological footprint awareness was positively associated with climate change anxiety (p < 0.001). Mediation analysis indicated that ecological footprint awareness significantly mediated the relationship between environmental health literacy and climate change anxiety (β = 0.293, 95% CI: 0.112–0.496, p = 0.002). Conclusions: The findings suggest that ecological awareness can serve as a potential mechanism linking environmental knowledge with emotional responses to climate change. Strengthening ecological footprint awareness through environmental education programs for teachers may contribute to both environmental awareness and constructive engagement with climate-related issues. Full article

Leadership plays a critical role in promoting equitable and high-quality early care and education (ECE) environments. Within this context, leaders of color bring unique perspectives and experiences that support ECE teachers, children, and families with diverse backgrounds. Despite their importance, there is limited research focusing on the professional experiences and well-being of ECE leaders of color. Drawing on Critical Race Theory (CRT), the current study aims to fill the gap by exploring the well-being, challenges, and strengths of ECE leaders of color. Using applied thematic analysis, we analyzed interview data from 17 leaders of color working in center-based ECE settings. Five themes were identified: (1) Multidimensional and interconnected well-being, (2) structural and racialized challenges in leadership roles and career pathways, (3) strengths and assets drawn from leaders of color’s identities and experiences, (4) interconnections between strengths and burdens, and (5) suggestions for well-being and work conditions improvement. The findings suggest that improving the well-being and work conditions of ECE leaders of color requires both individual and structural support, including more targeted well-being resources, culturally sustaining organizational practices and climate, leadership preparation and development support, and more stable policy environments. Full article

Understanding the motivational factors influencing student teachers’ self-efficacy in adopting Artificial Intelligence (AI) is essential in technology-driven learning environments, but this area has received less research attention in resource-scarce settings like Ethiopia. To this end, this study was initiated to explore the motivational factors influencing the self-efficacy in adopting AI among Ethiopian student teachers. The study employed structural equation modeling to analyze data collected from 278 student teachers enrolled in teacher education programs to determine the relationship between motivational factors (commitment to the teaching profession, along with intrinsic, extrinsic, and altruistic motivations) and dimensions of self-efficacy (teaching AI skills, planning and classroom management, and student affective domains). The result demonstrated that strong and positive associations were found between affective commitment to teaching and self-efficacy (p < 0.01) in AI teaching skills, planning and managing the classroom, and addressing the student affective domain. In addition, positive and moderate associations were noted between extrinsic motivation and self-efficacy (p < 0.05) in the student affective and teaching AI skills domains. No significant relationships were observed for intrinsic or altruistic motivations. Thus, by highlighting the role of commitment and extrinsic motivation, the findings can inform teacher education programs aiming to enhance the holistic development and effectiveness of future educators and contribute to developing targeted recruitment and training strategies that nurture motivated and technologically proficient teachers. Full article

There is limited understanding regarding whether and how teachers’ talent beliefs evolve across career stages. While most prior research conceptualizes talent beliefs across domains, emerging frameworks emphasize field-specific talent beliefs. An established multidimensional model of talent beliefs provides a theoretically grounded structure for capturing these domain-specific perceptions. Yet comparative evidence across teacher career stages remains limited. Our study examines if verbal and mathematical talent beliefs among in-service teachers and pre-service teachers differ in terms of sources, structure and levels. A total of 307 in-service teachers and 215 pre-service teachers completed validated six-dimensional talent beliefs instruments for both domains and reported sources of their beliefs. Participants—especially pre-service teachers—most strongly attributed their talent beliefs to personal school experiences, while educational science and subject-didactic coursework played a marginal role. Both the mathematical and verbal talent belief scales demonstrated configural and metric invariance, supporting equivalent factor structures and factor loadings across pre-service teachers and in-service teachers. Latent mean comparisons showed that pre-service teachers hold systematically different talent beliefs in comparison to in-service teachers. In-service teachers emphasize talent beliefs concerning domain-specific skills and, for verbal talent, passion—consistent with contemporary talent development frameworks—whereas pre-service teachers focus on external teacher influence and, for mathematical talent, on internal factors. These findings reinforce theoretical claims that talent beliefs are experience-sensitive, multidimensional constructs shaped through socialization in educational contexts. Teacher (further) education should deliberately address the dominance of personal schooling experiences by fostering structured reflection, explicitly targeting belief formation in practice-based courses, and ensuring coherence between higher-education instruction and school-based experiences. Teachers’ impact on their students’ talent development should especially be reflected in further education, since in-service teachers assess their own influence as lower than pre-service teachers do; additionally, passion as a key driver of talent development and the relevance of talent domains should already be highlighted in initial teacher education. Full article

This study investigated the attitudes and intentions towards the use of inclusive practices among teachers in Saudi schools, with a particular focus on the role of professional training in shaping these factors. Teachers are key to the implementation of inclusive education, and their training and attitudes are essential to effective teaching. Data were collected from 175 teachers, with participants completing the Attitudes to Inclusion Scale, Intention to Teach in Inclusive Classroom Scale, and Inclusive Practice Scale. The results indicate that teachers with more positive attitudes towards inclusion were more likely to express stronger intentions to teach in inclusive classrooms. The findings also highlighted the importance of professional development, emphasising the need for comprehensive training that addresses both theoretical and practical aspects of inclusion. There is a need for teacher training programmes that integrate both special education and inclusive teaching strategies to support teachers’ readiness to implement inclusive education in their classrooms. Full article

Girls remain significantly underrepresented in Physics, a phenomenon linked to sociocultural barriers, classroom dynamics, and stereotyped perceptions of scientific competence. This multiple case study investigates how girl-friendly teaching strategies are implemented in secondary Physics classrooms and how female students experience these practices. Three 10th grade Physics and Chemistry teachers and their respective classes participated in the study (one class per teacher). Data were collected through a diagnostic test, non-participant classroom observations, semi-structured interviews with female students, and teachers’ questionnaires. There are substantial differences between classes in terms of the implementation of inclusive practices and their impact on girls’ engagement and performance. The two classes in which teachers employed a wider range of girl-friendly strategies, such as equitable feedback, contextualized examples, socio-scientific tasks, and supportive teacher–student interactions, showed higher autonomy and stronger performance among girls. In contrast, in the class where fewer strategies were implemented, girls were relegated to passive roles, reported lower confidence, and demonstrated weaker diagnostic test results. Overall, findings suggest that consistent use of inclusive pedagogical strategies can contribute to reducing the gender gap in Physics by fostering participation, confidence, and interest among female students. Given the small sample size (three teachers and their respective classes), findings should be interpreted as exploratory and context-specific rather than generalizable. Full article

Recent studies indicate that Chinese K-12 teachers possess insufficient knowledge regarding learning disability (LD), hindering their ability to provide effective instruction. Given the foundational role of the pre-service phase in cultivating a scientific approach to teaching, this study aimed to boost pre-service teachers’ LD knowledge and explore its subsequent impact on teaching efficacy and attitudes. Fifty-one pre-service teachers with low levels of baseline LD knowledge were randomly assigned to either a training group or a control group. Utilizing a pretest–intervention–posttest design, the study measured changes in LD knowledge, teaching efficacy, and attitudes toward students with LD. Crucially, attitudes were assessed via a vignette paradigm that differentiated between two components of cognitive evaluations (expectations of future student failure) and emotional experiences (anger arousal towards academic failure). The results showed that pre-service teachers in the training group exhibited substantial gains in LD knowledge. These knowledge gains significantly predicted enhanced teaching efficacy, but this relationship was indirect. Mediation analysis revealed that improved knowledge reduced anger arousal, which in turn boosted efficacy. These findings suggest that fostering teaching confidence requires more than mere knowledge accumulation; it also entails using LD-related knowledge to mitigate negative emotions toward struggling learners. This underscores that teacher education programs must incorporate explicit cultivation of emotional and attitudinal competencies alongside conventional cognitive training. Full article

Education for Sustainable Development (ESD) has emerged as a key priority in contemporary education systems, emphasizing the need to equip learners with the knowledge and competencies required to address complex environmental and societal challenges. Mathematics education can play an important role in achieving these goals by enabling students to analyse data, interpret real-world problems, and develop critical thinking skills related to sustainability issues. However, despite the growing interest in sustainability-oriented mathematics education, limited empirical evidence exists on how structured mathematical modelling interventions influence pre-service primary teachers’ perceptions, modelling orientation, and confidence in designing sustainability-based mathematics lessons. This study investigates the impact of sustainability-oriented mathematical modelling activities on pre-service primary teachers’ perceptions of integrating sustainability into mathematics education. The study employed a quasi-experimental design involving 68 pre-service primary teachers enrolled in a mathematics education course at a university. Participants engaged in a six-week intervention consisting of modelling activities based on real-world sustainability contexts, including water consumption, energy use, waste management, and sustainable transportation. Data were collected using a pre- and post-intervention questionnaire examining participants’ perceptions of sustainability integration, mathematical modelling, and teaching confidence. Statistical analyses, including reliability analysis, descriptive statistics, paired-sample t-tests, effect size estimates, and correlation analysis, as well as multiple regression analysis, were conducted to examine the impact of the intervention. The results indicate significant improvements in participants’ perceptions of sustainability-oriented mathematics teaching and their confidence in designing modelling-based sustainability activities. The largest improvement was observed in teaching confidence, while mathematical modelling perception emerged as a significant predictor of teaching confidence. The findings suggest that mathematical modelling can serve as an effective pedagogical approach for integrating sustainability topics into mathematics education and preparing future teachers to connect mathematical reasoning with real-world environmental challenges. The study contributes to the growing body of research at the intersection of mathematics education, teacher education, and sustainability education by providing empirical evidence on the potential of modelling-based learning for supporting sustainability-oriented teaching practices. More specifically, it shows how mathematical modelling can function as a concrete pedagogical mechanism for translating Education for Sustainable Development into primary mathematics teacher education. Full article

This study examines gender disparities in three STEM departments at the University of the Peloponnese over a twenty-year period. Based on secondary administrative data from 1245 graduates, this study investigates: (i) whether women are underrepresented among STEM graduates; (ii) whether gender influences degree performance; and (iii) whether gender predicts the duration of study. Descriptive statistics, cross-tabulations, chi-square tests, and two-way ANOVA were used to analyze the data. The results reveal a persistent underrepresentation of women in all three departments, with female graduates accounting for only 13.6–26% of the departmental totals. However, no statistically significant differences were found between male and female graduates in terms of degree grades or time to degree completion. The literature review further highlights the personal, social, cultural, and institutional factors that contribute to women’s underrepresentation in STEM internationally. The findings emphasize the need for early interventions, stereotype-free learning environments, targeted outreach programs, and institutional support mechanisms. Further recommendations include expanding STEM education from early childhood, enhancing teacher preparedness for gender-inclusive instruction, promoting female role models in STEM, and implementing targeted university-level initiatives. Finally, this study offers empirical evidence relevant to policymakers and higher education institutions seeking to close the gender gap in STEM fields. Full article

Teaching practices have been identified as important predictors of perceived social-emotional competence and subsequent academic, emotional, and social outcomes in K-12 learners. However, the contribution of teaching practices to adaptive social-emotional outcomes is not as well understood in higher education contexts. Thus, the primary aim of this study was to explore the relationships between teaching quality, perceived social-emotional competence, academic buoyancy, and well-being in a university sample. The final analytic sample consisted of undergraduate and graduate students (N = 612) who completed the Teacher Behavior Checklist, Perceived Social Emotional Competence Scale, an academic buoyancy measure, and the Well-Being Profile Short-Form. Mediation analysis results showed that perceived social-emotional competence and academic buoyancy serially mediated the relationship between perceived teaching quality and student well-being, such that higher teaching quality was associated with greater perceived social-emotional competence, which in turn predicted higher academic buoyancy and well-being. These findings highlight the role of effective teaching in helping students develop social-emotional self-beliefs that enhance their ability to manage academic challenges and experience adaptive social-emotional outcomes. Full article

In pre-professional music education, career orientation emerges at the intersection of intensive artistic training and general upper secondary schooling. Although motivation, social support, and well-being in music learning have been examined separately in prior research, fewer studies have integrated these dimensions within a single explanatory framework. The study draws on self-determination theory and positive psychology. It investigates how perceived parental and teacher support, together with psychological resources related to mental health, are associated with music career motivation among students enrolled in upper secondary pre-professional music programmes. Using survey data and multivariate analyses, we examine the relative contribution of contextual and psychological factors to career motivation. The findings indicate that psychological resources are more strongly associated with overall career motivation than external social support. This is particularly evident for self-regulation and perceived competence in goal-directed activity. Social support appears primarily associated with intrinsic motivational dimensions. These results suggest the relevance of the role of internal psychological resources in sustaining career commitment within specialised secondary education contexts. Full article