Search Results (11,257)

The rapid institutional and technological transformations of the 2020–2025 period have had a significant impact on teacher professional identity. Drawing on Rosa’s social acceleration thesis and Harvey’s concept of time–space compression, this scoping review examined the dimensions of professional identity emerging in the literature published between 2020 and 2025 among in-service pre-kindergarten through 12th grade (PK-12) teachers, the educational contexts in which these dimensions were addressed, and how they interrelate. Following the PRISMA-ScR guidelines, 45 peer-reviewed articles retrieved from the Scopus and Web of Science databases were analyzed through inductive thematic coding and a dimension–context interaction matrix. Six analytically distinct yet interrelated identity dimensions were identified: Biographical and Personal, Professional and Pedagogical, Emotional and Psychological, Social and Relational, Political and Agentic, and Prospective and Imagined. These dimensions were organized within a dialogical space model distinguishing internal/individual and external/structural domains. The Emotional and Psychological dimension achieved near-universal representation, while the Prospective and Imagined dimension remained the least studied. Six convergence, five divergence, and six gap patterns were identified across seven educational contexts. The findings reveal that, in this period, teacher professional identity is not a fixed attribute carried by the individual but rather a dynamic process continuously negotiated under structural pressures. Full article

Existing adult-report survey measures provide crucial information about children’s executive function (EF) development across contexts, but lack cultural relevance and ecological validity. To address these limitations, we introduce the Executive Function from Observation and Reflection Tool (EFFORT), a publicly available, open-source item bank designed for cross-cultural adaptation that includes 32 parallel items for caregivers and teachers across six EF domains: sustained attention, response inhibition, interference suppression, working memory, cognitive flexibility, and planning/organization. EFFORT additionally includes 10 assessor report items intended for use following a structured, standardized assessment session. This study presents the first validation of the tool within seven countries (Argentina, Australia, Bangladesh, Haiti, South Africa, Sri Lanka, United States) leveraging caregiver, teacher, and assessor observations of 1738 children (aged 3–11 years). Findings revealed acceptable fit for a six-factor structure for caregiver and teacher reports that were not empirically distinct, but yielded highly reliable composites. We further validated a 12-item short form for caregivers and teachers that demonstrated strong unidimensionality, gender invariance, and age-related increases. We demonstrated significant convergence of a short-form caregiver and teacher composite with the assessor-reported measures, as well as convergence of all three adult reports with direct assessments of children’s EF skills. This new tool holds promise to advance the science of how children develop and apply EFs to accomplish everyday goals across different cultural settings and in understudied populations. Full article

Artificial intelligence (AI) tools are increasingly integrated into mathematics education, yet most reviews emphasize achievement rather than how AI shapes mathematical thinking. This scoping review mapped literature published between 2020 and 2026 on AI-supported mathematics learning through three cognition frameworks: APOS (Action–Process–Object–Schema), Sfard’s process–object duality and reification, and Conceptual Image theory. Searches were conducted in Scopus, Web of Science, ERIC, PsycINFO, Education Source, and IEEE Xplore, followed by duplicate removal and Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR)-aligned screening. Twenty-one peer-reviewed studies met inclusion criteria (18 empirical studies plus three theoretically oriented studies). Evidence growth accelerated after 2022, with most studies situated in secondary and higher education. Large language models (LLMs) and Intelligent Tutoring Systems (ITS) were the most frequently investigated modalities. Across studies, AI commonly supported theoretically inferred action-level execution and procedural management (APOS) via adaptive feedback, hinting, and stepwise scaffolding, and it often broadened learners’ conceptual images through multiple representations and generated explanations. However, these interpretations were necessarily cautious, because very few studies directly operationalized theory-linked conceptual mechanisms such as process internalization, object encapsulation, reification, or alignment between conceptual images and formal definitions. In LLM-supported contexts, gains in explanation quality coexisted with risks of procedural outsourcing when students relied on generated solutions without prior reasoning. By contrast, ITS-based environments more often supported tightly structured procedural engagement, suggesting that different AI modalities afford different forms of cognitive support and risk. Overall, AI’s conceptual impact appears to depend less on tool availability and more on instructional orchestration (task design, prompting, and teacher mediation). The findings also suggest that sustainability-related dimensions—particularly learner agency, transparency of AI support, and equitable participation—are closely connected to whether AI use promotes durable conceptual learning rather than superficial performance gains. Future research should operationalize cognitive transitions, assess structural understanding, and report AI-use conditions transparently to support cumulative, theory-driven synthesis. Full article

Background: Despite the availability of safe vaccines, Ethiopia’s human papillomavirus (HPV) vaccine uptake remains suboptimal, particularly among out-of-school girls (OOSGs). This study examines the effect of multi-channel demand generation messages in two districts to determine which interventions most effectively improve uptake. Methods: A convergent mixed-methods design was employed across four districts in the Somali and South Ethiopia regions, with Jigjiga and Derashe serving as intervention sites and Gode and Kolango Zuria as controls. For the quantitative component, 950 sample households were recruited using cluster sampling. The qualitative inquiry involved 27 in-depth interviews (IDIs) and 16 focus group discussions (FGDs) within the intervention sites. Results: A total of 950 caregivers and 1134 girls completed the survey. Awareness was significantly higher among caregivers (AOR: 4.42; 95% CI: (3.06, 6.39)) and girls (AOR: 7.63; 95% CI: (3.49, 16.67)) in intervention sites, as well as among in-school girls (AOR: 13.46; 95% CI: (4.09, 41.90)). The mean vaccination coverage reached 71%, with significantly higher rates in intervention sites (AOR: 4.07; 95% CI: (2.29, 7.23)) and among in-school girls (AOR: 47.16; 95% CI: (20.23, 109.9)). Interpersonal communication—via teachers, peers, community health workers and vehicle-mounted promotion—was more effective in influencing awareness, attitude and uptake. Barriers for OOSGs included limited access to vaccination sites, low campaign awareness, misconceptions and gender-related issues. Conclusions: Appropriate demand generation strategies effectively enhance HPV awareness and vaccine uptake, yet a significant equity gap remains, as only one-third of OOSGs received the vaccine compared with 85% of in-school girls. Targeted interventions are recommended for OOSGs focused on both access to service and context-specific demand creation to address this disparity. Full article

The rapid proliferation of generative artificial intelligence (GenAI) tools has created an urgent need for instruments to evaluate their educational value as teachers, faculty, administrators, and instructional designers consider adopting them. While rubrics exist to assess mobile applications and virtual reality tools, no comparable instrument has been developed specifically for large language models (LLMs) and AI media generators. The authors reviewed existing evaluation rubrics for edtech and GenAI tools, with edtech meaning digital tools that support ethical teaching to improve student learning and GenAI referring to neural networks that simulate human interactions by contextualizing relevant content based on learning needs. Grounded in Waks’ framework, the resulting Edu-GenAI Rubric comprises multiple dimensions organized into five domains: the Instrumental, Technical, Hedonic, Use, and Beneficial values. Dimensions include accuracy, productivity, personalization, citation, user interface, user experience, sharing, storage, and ethical dimensions encompassing data privacy, data transparency, guardrails, fair use, and algorithmic discrimination. The Edu-GenAI Rubric offers decision-makers with a preliminary, theory-informed instrument for evaluating GenAI tools in educational contexts that can be applied to institutional adoption decisions, developer benchmarking, and future research. Full article

This study proposes an innovative instructional approach to promote scientific literacy by integrating the Nature of Science and the Nature of Scientific Inquiry with experimental practice and the history of physics. The aim is to foster a deep understanding of how scientific knowledge is constructed and to promote informed trust in science. Using an explicit and reflective methodology, the intervention combines experimental activities with historical reflection. The core of the learning sequence is the experimental reconstruction of Galileo’s studies on falling bodies, based on the historical manuscript folio 116v, an original document that provides the empirical evidence for the law of falling bodies, illustrating the transition from raw experimental data to mathematical formalization. Through this activity, students engage with key epistemic aspects of scientific practice, including the management of uncertainty—distinguished into statistical/aleatory and structural/epistemic forms—the probabilistic nature of scientific knowledge, the predictive power of models and theories, and the underdetermination of scientific theories. Additional themes addressed include the role of thought experiments, the importance of communicating results for scrutiny and validation, the function of models as mediators between theory and phenomena, and the process of de-idealization. The study also challenges the persistent myth of a single, linear “scientific method,” highlighting instead the theory-laden character of scientific inquiry and the central role of the scientific community. This dimension is explored through the historical comparison between Galileo and Mersenne, which illustrates elements of the scientific ethos and the role of peer review as a mechanism for the correction and refinement of knowledge. The results obtained with pre-service teachers, with whom this instructional sequence was implemented, indicate that this contextualized approach facilitates the overcoming of a view of science as a set of absolute truths. Instead, it promotes a more mature understanding of science as a dynamic, provisional, and self-correcting human enterprise, while equipping future citizens with the critical tools necessary to navigate the challenges of the twenty-first century. Full article

Despite significant advances in AI language models, Modern Standard Arabic (MSA) remains a linguistically complex domain in which apparent fluency often masks deeper grammatical instability. This study investigates recurrent grammatical error patterns in ChatGPT-generated Arabic texts, focusing on how these patterns reflect underlying morpho-syntactic challenges and the constraints of probabilistic language generation. Adopting a qualitative, pattern-oriented analytical framework, the study draws on online focus group discussions with secondary-level Arabic teachers, who served as expert linguistic evaluators. Participants collaboratively examined a set of AI-generated texts to identify and interpret systematic grammatical deviations across five key domains: agreement, inflection and case marking, sentence structure, prepositions and transitivity, and cross-linguistic influence. The findings indicate that grammatical errors in AI-generated Arabic are not random but occur as recurring, structured patterns, particularly in contexts involving long-distance dependencies and morphologically complex constructions. These patterns suggest a reliance on surface-level fluency at the expense of deeper grammatical coherence, reflecting limitations in maintaining consistent morpho-syntactic relationships. This study contributes by identifying and characterizing systematic grammatical patterns in AI-generated MSA as interpreted through expert linguistic judgment, offering a qualitative perspective that complements existing quantitative approaches and advances understanding of how large language models engage with morphologically rich languages. Full article

Inclusive leadership and collective teacher efficacy are key dimensions for understanding school improvement processes in Latin America. To synthesize recent developments in the field, this systematic review—conducted in accordance with the PRISMA protocol—aimed to: (1) compile the quantitative and qualitative evidence on inclusive leadership and collective teacher efficacy from empirical studies carried out in Latin America between 2015 and 2025, and (2) identify current trends and main gaps in the scientific literature, considering the educational reality of the region. Searches conducted in Web of Science, Scopus, and ERIC resulted in the selection of ten studies that met the established methodological criteria. The findings indicate that inclusive leadership promotes structures for participation, professional collaboration, and the creation of positive school climates, while collective teacher efficacy emerges as a shared perception influenced by organizational support, staff cohesion, and opportunities for collaborative work. The reviewed studies primarily focus on teachers working at the primary and secondary education levels. Overall, the evidence outlines a field in consolidation that offers valuable insights into the development of school leadership policies and the strengthening of inclusive educational cultures in Latin America in the future. Full article

Inclusive education requires not only classroom-level adaptations but also coordinated interdisciplinary practices that strengthen the institutional conditions supporting diverse learners. However, counselor–teacher collaboration in many schools remains informal and episodic, limiting its potential contribution to an inclusive school climate. This study evaluated the effectiveness of a 12-week Structured Counselor–Teacher Collaboration (SCTC) program designed as a cyclical and replicable interdisciplinary model. A multi-site cluster quasi-experimental design with matched non-equivalent control groups was implemented in 12 public inclusive junior secondary schools in Yogyakarta, Indonesia (6 intervention; 6 control), involving 360 teachers (n = 180 per condition) and 24 school counselors as facilitators. Teachers completed the 35-item Inclusive School Climate Scale (ISCS) at pre-test and post-test. Data were analyzed using two-level linear mixed-effects modeling (teachers nested within schools) with pre-test scores as covariates. Results showed that the intervention significantly improved inclusive school climate compared with routine practice (B = 0.41, p < 0.001), yielding a moderate-to-large adjusted effect (Hedges’ g = 0.76). Dimension-level models indicated the largest gains in collaborative professional culture and perceived belonging. Implementation fidelity was high (82–91%). These findings suggest that institutionalizing structured counselor–teacher collaboration can serve as a promising approach for enhancing inclusive school climate in secondary school contexts. Full article

Rapid urbanization has profoundly reshaped land use patterns and intensified pressures on ecosystem structures, thereby exacerbating trade-offs and synergies among ecosystem services (ESs). Understanding ecosystem service trade-offs, synergies, and their attribution mechanisms is critical for balancing ecological conservation and regional sustainable development in rapidly developing regions. This study quantified provisioning, regulating, supporting, and cultural ecosystem services in Shandong Province from 2000 to 2020 using the InVEST model and spatial analysis. An integrated framework combining Pearson correlation and bagplot analysis was developed to identify linear and nonlinear ES trade-offs and synergies, while the XGBoost–SHAP model was applied to quantify the relative contributions of natural and socioeconomic drivers. Ecosystem service bundles were further identified using a self-organizing map to delineate spatially functional zones. The results showed that: (1) Provisioning and cultural services increased markedly, whereas regulating and supporting services generally declined. Spatially, provisioning services were concentrated in the western plains, regulating and supporting services in the central mountains and eastern hills, and cultural services in urban areas. (2) Strong trade-offs emerged between provisioning services and most regulating/supporting services, while regulating and supporting services exhibited pronounced synergies. Cultural services reflected a generally compatible relationship with other ESs. (3) Regulating and supporting services were primarily shaped by natural conditions and land use patterns, whereas provisioning and cultural services were more strongly driven by socioeconomic factors. (4) SOM clustering identified four major functional zones, the ecological core zone, the ecological degraded zone, the food production zone, and the urban composite zone, each corresponding to differentiated ecosystem functions and development trajectories. The integrated framework provides a scientific basis for ecosystem-service-oriented spatial zoning and targeted management strategies to reconcile ecological protection and urbanization in rapidly developing regions. Full article

The flipped classroom model is increasingly recognised as a viable alternative to traditional teaching methods; however, its effectiveness largely depends on factors such as instructional design, implementation strategies, and the specific educational context. The current literature does not adequately address specific strategies for teachers to implement the flipped classroom model in practice. Therefore, the purpose of this study was twofold: first, to design a teaching sequence as a practical product that can be used to deliver lessons, and second, to assess the effectiveness of the teaching sequence as a tool for enhancing knowledge development in geometrical optics. The participants were third-year physical science students (N = 93) enrolled in a Bachelor of Education degree programme, who took a geometrical optics course lasting one semester. The methodology employed was design-based research, and this article provides a detailed description of the first iteration, including how the teaching sequence evolved over four years. The initial results obtained from tests performed during and after the implementation of the initial iteration of the teaching sequence showed that the teaching sequence was more effective in enhancing students’ recall of facts and basic concepts than in promoting their ability to explain ideas or concepts and apply that knowledge to new situations. The teaching sequence was refined over four years, suggesting that while the flipped classroom model is a viable tool in physics teacher education, it is not a one-size-fits-all solution. Instead, a continuously evolving, context-sensitive design is necessary. Full article

Fidelity of implementation, how closely instructors follow intervention protocols, is critical for translating evidence-based educational programs into meaningful student outcomes. This study examined factors influencing teachers’ fidelity in an asynchronous professional development model targeting multisyllabic reading and spelling. In three Title I elementary schools in the Southeastern United States, 16 educators participated in two implementation cycles. Fidelity was assessed through checklists and daily logs, while contributing factors were analyzed at individual and systemic levels. Findings revealed that while contextual constraints affected fidelity, engagement with professional development and reflective practices supported improvement over time. Furthermore, limited prior training and students’ challenges with decoding strategies affected implementation timing. These insights can strengthen intervention delivery, enhance interpretation of student outcomes, and inform sustainable adoption of evidence-based literacy practices in diverse school settings as fidelity and integrity of implementation are considered. Full article

Personalized lesson planning is time-consuming and demands simultaneous alignment to curriculum standards, classroom constraints, and individual teacher style. Although large language models (LLMs) can draft lesson plans, their outputs often remain generic, lack verifiable grounding in official curricula, and require substantial teacher revision to become classroom-ready. We present TeachPlanAlign, a dual-profile lesson plan generation framework that (i) models both teacher preferences and class learning context, (ii) grounds generation in curriculum evidence through retrieval-augmented fine-tuning designed for open-book generation, and (iii) iteratively improves pedagogical coherence via a constraint-guided self-refinement loop. The framework produces structured plans with explicit time allocation, differentiation strategies, and an evidence-linked rationale that supports traceability to standards and instructional resources. We evaluate TeachPlanAlign on a multi-subject benchmark of lesson requests paired with curriculum documents and human-authored plans, and we further validate its usability through teacher-in-the-loop evaluation. Results show consistent improvements in curriculum alignment, evidence faithfulness, and teacher preference satisfaction, while reducing teacher editing effort. These findings suggest that dual-profile alignment with traceable curriculum grounding can improve the usability and auditability of LLM-based lesson planning on this benchmark, but they should not yet be interpreted as evidence of deployment readiness. Full article

The purpose of this study is to examine how the leadership competence of school leaders supports the implementation of psychosocial safety climate (PSC) within an educational workplace. While recent studies have considered how various leadership styles influence PSC, the processes through which school leaders at different levels enact and develop PSC in practice continue to receive limited attention. This study addresses this gap through a qualitative case study at a school in Aotearoa, New Zealand, which employed a sequential data collection process comprising 26 interviews and three focus groups. This investigation found that exemplary leadership, overcoming complexity, and multiskilled leadership are pivotal competencies that enable PSC implementation within a school setting. More broadly, we discuss how these key leadership competencies facilitate the development of policies, practices, and procedures that promote teachers’ psychological health and the four domains of the PSC framework. Finally, we propose a Leader Competence–PSC Framework as a practical tool for investigating and evaluating school leader competence across specific PSC domains. Full article

Mathematics achievement in South African schools continues to be limited by identifiable barriers to instructional improvement, including inadequate technological infrastructure, excessive teacher workloads, and inconsistent institutional support for professional learning. Although data-driven instruction is widely promoted, little is known about how psychological constructs such as instrumental attitudes, perceived control, social norms, and self-efficacy influence teachers’ use of data. This study, therefore, explored mathematics teachers’ perspectives on data use, guided by the Theory of Planned Behaviour (TPB). TPB was selected because, unlike purely cognitive or socio-cultural models, it integrates individual psychological factors, attitudes, perceived control, and self-efficacy with social and contextual influences on behaviour, making it particularly well suited to examining data use within complex, resource-constrained school environments. A qualitative design was employed, involving focus-group discussions with senior-phase mathematics teachers. Data were thematically analysed using NVivo 14, with iterative coding aligned with TPB constructs. Findings revealed that while teachers valued data for diagnosing learning gaps, they perceived data tasks as administratively demanding. Collegial collaboration fostered authentic engagement, whereas hierarchical accountability and limited technological capacity reduced motivation and autonomy. The interaction among attitudes, social norms, and perceived control showed that both belief systems and institutional conditions shape teachers’ behavioural intentions. The study concludes that professional development should strengthen teachers’ data literacy, encourage collaborative learning cultures, and improve infrastructural support to promote effective data-driven mathematics instruction in resource-constrained contexts. Full article