Search Results (2,331)

Generative AI tools such as ChatGPT are reshaping educational practice, yet first-year teacher-education students often lack the prompt-engineering skills and confidence required to use them responsibly. This pilot study examined whether a concise three-session clinic on prompt engineering could simultaneously boost AI literacy and reduce technology anxiety in prospective teachers. Forty-five freshmen in a Peruvian teacher-education program completed validated Spanish versions of a 12-item AI-literacy scale and a 12-item technology-anxiety scale one week before and after the intervention; normality-checked pre–post differences were analysed with paired-samples t-tests, Cohen’s d, and Pearson correlations. AI literacy rose by 0.70 ± 0.46 points (t (44) = −6.10, p < 0.001, d = 0.91), while technology anxiety fell by 0.58 ± 0.52 points (t (44) = −3.82, p = 0.001, d = 0.56); individual gains were inversely correlated (r = −0.46, p = 0.002). These findings suggest that integrating micro-level prompt-engineering clinics in the first semester can help future teachers engage critically and comfortably with generative AI and guide curriculum designers in updating teacher-training programs. Full article

Petrological knowledge on weathering processes controlling the mobility of chemical elements is still limited in the dry tropical zone of Cameroon. This study aims to investigate the mobility of major and trace elements during rhyolite weathering and soil formation in Mobono by understanding the mineralogical and elemental vertical variation. The studied soil was classified as Cambisols containing mainly quartz, K-feldspar, plagioclase, smectite, kaolinite, illite, calcite, lepidocrocite, goethite, sepiolite, and interstratified clay minerals. pH values ranging between 6.11 and 8.77 indicated that hydrolysis, superimposed on oxidation and carbonation, is the main process responsible for the formation of secondary minerals, leading to the formation of iron oxides and calcite. The bedrock was mainly constituted of SiO₂, Al₂O₃, Na₂O, Fe₂O₃, Ba, Zr, Sr, Y, Ga, and Rb. Ce and Eu anomalies, and chondrite-normalized La/Yb ratios were 0.98, 0.67, and 2.86, respectively. SiO₂, Al₂O₃, Fe₂O₃, Na₂O, and K₂O were major elements in soil horizons. Trace elements revealed high levels of Ba (385 to 1320 mg kg⁻¹), Zr (158 to 429 mg kg⁻¹), Zn (61 to 151 mg kg⁻¹), Sr (62 to 243 mg kg⁻¹), Y (55 to 81 mg kg⁻¹), Rb (1102 to 58 mg kg⁻¹), and Ga (17.70 to 35 mg kg⁻¹). LREEs were more abundant than HREEs, with LREE/HREE ratio ranging between 2.60 and 6.24. Ce and Eu anomalies ranged from 1.08 to 1.21 and 0.58 to 1.24 respectively. The rhyolite-normalized La/Yb ratios varied between 0.56 and 0.96. Mass balance revealed the depletion of Si, Ca, Na, Mn, Sr, Ta, W, U, La, Ce, Pr, Nd, Sm, Gd and Lu, and the accumulation of Al, Fe, K, Mg, P, Sc, V, Co, Ni, Cu, Zn, Ga, Ge, Rb, Y, Zr, Nb, Cs, Ba, Hf, Pb, Th, Eu, Tb, Dy, Ho, Er, Tm and Yb during weathering along the soil profile. Full article

This study explores the perceptions of future educators, specifically Early Childhood Education students at the Universities of Cádiz and Gdansk, regarding the interconnections between critical thinking and sustainability. The work aims to provide valuable insights into general teacher training, examining how these students’ experiences are contextualized within their respective educational systems and cultural contexts. To achieve this, eleven group interviews (three in Cádiz, eight in Gdansk) were conducted using a structured and expert-validated script. The transcribed data were qualitatively analyzed using QDA MINER v.6 software. Key findings reveal divergent perceptions of critical thinking among pre-service teachers: while Spanish students leaned towards a subjective understanding, Polish students emphasized an objective, data-driven approach. This distinction has significant implications for the conceptualization and teaching of critical thinking in educator training. Despite these differences, both groups of participants highlighted the necessity of implementing active methodologies in higher education (such as cooperative learning, problem-solving, and debates) to foster critical thinking, both for their own development and for preparing for their future practice with young children. This study also identified an excessive emphasis on theoretical aspects of sustainability in these future teachers’ training and a limited understanding of their practical application in the classroom. Furthermore, explicit connections between critical thinking and sustainability were scarce in student responses, highlighting a gap in current educator training in these areas. Collectively, the results suggest significant weaknesses in current teacher training efforts regarding the development of critical thinking and its effective integration with sustainability competencies. Full article

In the context of increasing Artificial Intelligence integration in higher education, understanding the factors influencing university teachers’ adoption of AI tools is critical for effective implementation. This study adopts a perception–intention–behavior framework to explores the roles of perceived usefulness, perceived ease of use, perceived trust, perceived substitution crisis, and perceived risk in shaping teachers’ behavioral intention and actual usage of AI tools. It also investigates the moderating effects of peer influence and organizational support on these relationships. Using a comprehensive survey instrument, data was collected from 487 university teachers across four major regions in China. The results reveal that perceived usefulness and perceived ease of use are strong predictors of behavioral intention, with perceived ease of use also significantly influencing perceived usefulness. Perceived trust serves as a key mediator, enhancing the relationship between perceived usefulness, perceived ease of use, and behavioral intention. While perceived substitution crisis negatively influenced perceived trust, it showed no significant direct effect on behavioral intention, suggesting a complex relationship between job displacement concerns and AI adoption. In contrast, perceived risk was found to negatively impact behavioral intention, though it was mitigated by perceived ease of use. Peer influence significantly moderated the relationship between perceived trust and behavioral intention, highlighting the importance of peer influence in AI adoption, while organizational support amplified the effect of perceived ease of use on behavioral intention. These findings inform practical strategies such as co-developing user-centered AI tools, enhancing institutional trust through transparent governance, leveraging peer support, providing structured training and technical assistance, and advancing policy-level initiatives to guide digital transformation in universities. Full article

This study examines how Ontario’s Health and Physical Education curriculum addresses the needs of young adults with disabilities. A total of 54 individuals aged 18–35 years old with developmental, learning, or physical disabilities who had completed secondary school in Ontario participated in a cross-sectional mixed-methods survey. Participants were recruited through disability-focused community networks and a university psychology participant pool. They completed the Sex Education subscale of the Sexual Knowledge, Experience, Feelings and Needs Scale, a 35-item sexual knowledge questionnaire, and open-ended questions. Quantitative data were analyzed using descriptive statistics and independent samples t-tests; qualitative responses were examined using thematic analysis. Participants reported limited factual knowledge, minimal classroom representation, and heavy reliance on independent learning. Barriers included inaccessible materials, teacher discomfort, and the absence of disability narratives in sexuality units. Findings point to three priorities: revising curriculum content, expanding educator training, and creating disability-affirming resources. These measures will help ensure comprehensive and rights-based sexuality education that supports the autonomy and well-being of students with disabilities. Full article

Higher education is increasingly emphasizing sustainable development due to the growing awareness of environmental issues. Educators must be able to integrate sustainability principles into teaching, inspire students to behave responsibly, and promote environmental protection. In this article, we present an innovative approach through the secondary use of recycled electronic components to reduce electronic waste and practically teach students about sustainability. The project of making clocks from E-waste included stages from design to testing, providing students with practical skills and emphasizing the importance of recycling in technical education. Full article

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

In the globalizing world, raising individuals equipped with 21st-century skills is very important for the economic development of countries. Educational practices that support 21st-century skills are also gaining importance. In this context, STEM education, an interdisciplinary educational practice that develops 21st-century skills, emerges. STEM education aims to contribute to sustainable development by training individuals equipped with 21st-century skills and competencies. In a globalizing world, countries must set sustainable development goals to gain a foothold in the global market. In today’s world, where artificial intelligence also shows itself in every area of human life, it is possible to discuss the importance of artificial intelligence-supported STEM education. This study aims to reveal the educational needs of primary school teachers regarding artificial intelligence-supported STEM education. The study was conducted according to the phenomenological design, and the data were collected using a semi-structured interview form and literature review techniques. The thematic analysis method was used in the analysis of the data. According to the research results obtained from the findings of the study, teachers need training on 21st-century skills, interdisciplinary thinking, technology integration into courses, and artificial intelligence practices in courses to develop their knowledge and skills in the context of artificial intelligence-supported STEM education. Full article

The ongoing secular changes in human movement development means that an assessment of primitive reflexes is now required not only in disabled but also in neurotypical children. This study had three aims: (1) presenting the TASHUN test battery as suitable for the assessment of primitive reflex activity in normal children and child athletes; (2) analyzing reflex characteristics of neurotypical children; (3) verifying validity and reliability of tests. Spearman’s rank correlation and ROC analysis were used for validation. Intraclass Correlation Coefficient and RM ANOVA analyzed reliability. The test on 242 schoolgirls has demonstrated that retained primitive reflexes are present in almost every individual (84.7–95.7%). Correlations showed strong positive association, with all values exceeding 0.8, and ROC analysis demonstrated excellent predictive strength (AUC values over 0.9). Interobserver reliability showed excellent agreement (ICC values above 0.9). No significant offset was present among the scoring by evaluators. Therefore, testing for primitive reflexes is necessary in neurotypical children in order to obtain a realistic image about the physiology of reflexes and their role in motor development. Our screening could be useful for practicing sport professionals, researchers and academics, to identify deficiencies, to further explore reflexes and to train future PE teachers and trainers. Full article

Sesame (Sesamum indicum L.) is widely cultivated for its valuable medicinal, aromatic, and oil-rich seeds. However, drought stress remains one of the most significant abiotic factors influencing its development, physiological function, and overall output. This study investigates the potential of foliar applications of silicon (Si), Sargassum muticum (Yendo) Fensholt extracts (SWE), and their combination to enhance drought tolerance and mitigate stress-induced damage in sesame. Plants were grown under well-watered conditions (80% field capacity, FC) versus 40% FC (drought conditions) and were treated with foliar applications of 1 mM Si, 10% SWE, or both. The results showed that the majority of the tested parameters were significantly (p < 0.05) lowered by drought stress. However, the combined application of Si and SWE significantly (p < 0.05) enhanced plant performance under drought stress, leading to improved growth, biomass accumulation, water status, and physiological traits. Gas exchange, photosynthetic pigment content, and photosystem activity (PSI and PSII) all increased significantly when SWE were given alone; PSII was more significantly affected. In contrast, Si alone had a more pronounced impact on PSI activity. These findings suggest that Si and SWE, applied individually or in combination, can effectively alleviate drought stress’s negative impact on sesame, supporting their use as promising biostimulants for enhancing drought tolerance. Full article

The integration of digital twins (DTs) with intelligent traffic systems (ITSs) holds strong potential for improving real-time management in smart cities. However, securing digital twins remains a significant challenge due to the dynamic and adversarial nature of cyber–physical environments. In this work, we propose TwinFedPot, an innovative digital twin-based security architecture that combines honeypot-driven data collection with Zero-Shot Learning (ZSL) for robust and adaptive cyber threat detection without requiring prior sampling. The framework leverages Inverse Federated Distillation (IFD) to train the DT server, where edge-deployed honeypots generate semantic predictions of anomalous behavior and upload soft logits instead of raw data. Unlike conventional federated approaches, TwinFedPot reverses the typical knowledge flow by distilling collective intelligence from the honeypots into a central teacher model hosted on the DT. This inversion allows the system to learn generalized attack patterns using only limited data, while preserving privacy and enhancing robustness. Experimental results demonstrate significant improvements in accuracy and F1-score, establishing TwinFedPot as a scalable and effective defense solution for smart traffic infrastructures. Full article

Racket sports are very popular not only in professional sports but also among recreational players. As a result, their impact on the field of education has grown significantly in recent years. Table tennis (TT) offers significant advantages in terms of skill acquisition and health improvement. Nevertheless, its application within physical education (PE) curricula remains undetermined. The aim of this systematic review was to analyze the use of TT as educational content in the subject of PE in primary school. The PRISMA 2020 methodology was used to conduct the systematic review. Six databases (ERIC, Pubmed, ScienceDirect, Scopus, Sport Discus, and Web of Science) were used during the search process. The search cutoff date was December 31, 2024. After applying the eligibility criteria, 3595 articles were found. Only seven studies were selected for the final analysis and the data included 1526 students from primary school. The results indicate that TT is rarely used in primary education during PE classes. Research indicates interest among teachers and students in playing it during PE. Furthermore, due to the benefits, motivation, and interest this sport generates, educational experiences have been developed, such as roundtable discussions, table top tennis, balloon TT, and TT triathlon. A lack of materials, facilities, and teacher training for teaching this sport is notable. The teaching experiences analyzed in this review confirm that TT is a highly versatile and interesting sport as a subject matter in school PE. The use of TT allows for innovative, comprehensive, and inclusive PE, thanks to the sport’s multiple possibilities. Given its adaptability and low entry barrier, TT could serve as an effective tool for increasing children’s physical activity levels, improving motor skills, and fostering social–emotional development. However further research is needed to quantify its impact on health outcomes such as cardiovascular fitness or obesity prevention. Full article

Background/Objectives: Legislative changes in educational systems have influenced how student learning is understood and promoted. In physical education (PE), there has been a shift from behaviorist models to more holistic approaches. In this context, physical literacy (PL) is presented as an emerging pedagogical model in school PE, aimed at fostering students’ motor competence in a safe, efficient, and meaningful way. The aim of this study is to analyze the origins, foundations, methodological elements, and educational value of PL, highlighting its potential to promote holistic and inclusive learning as the basis for an emerging PL model. Methods: A narrative review was conducted through a literature search in the Web of Science, PubMed, Scopus, and SportDiscus databases up to June 2025, focusing on scientific literature related to PL and PE. The analysis included its historical background, philosophical and theoretical foundations, and the key methodological elements and interventions that support its use as a pedagogical model. Results/Discussion: The findings indicate that the PL model can be grounded in key principles, such as student autonomy, teacher training, connection with the environment, inclusion, and collaboration. Additionally, motivation, enjoyment, creativity, and continuous assessment are identified as essential components for effective implementation. Moreover, this model not only guides and supports teachers in the field of PL but also promotes comprehensive benefits for students at the physical, cognitive, affective, and social levels, while encouraging increased levels of physical activity (PA). Conclusions: PL is understood as a dynamic and lifelong process that should be cultivated from early childhood to encourage sustained and active participation in PA. As a pedagogical model, PL represents an effective tool to enhance student learning and well-being in PE classes. Full article

Paraprofessionals play a crucial role in supporting both teachers and students within a classroom, even though the specifics of their duties vary. While their responsibilities involve supporting student achievement, research has shed light that many paraprofessionals feel unprepared for their responsibilities in the classroom. This study aimed to address a gap in the existing literature by exploring how a professional development program that mirrors the trainings special education teachers receive would impact paraprofessionals and help them feel more prepared for their responsibilities in the classroom. Employing a generic qualitative methodology, this study sought to capture the experiences of 43 paraprofessionals. Data collection involved an online open-ended questionnaire at the start and conclusion of the school year. The study’s outcomes revealed five patterns in the data: (a) paraprofessionals struggled with collaborating with classroom teams at the start of the school year, (b) paraprofessionals struggled with managing student behavior at the start of the school year, (c) professional development was helpful to most of the paraprofessionals, (d) professional development led to better preparedness to address challenging behavior, and (e) professional development led to better preparedness to address the instructional needs of students with disabilities. Following a thorough analysis and synthesis, these patterns were condensed into two general themes: the importance of professional development for paraprofessionals and the importance of presenting the professional development that teachers receive on a continuous basis to paraprofessionals as well. These findings are significant for school leaders and educators, as they highlight the importance of providing professional development to paraprofessionals while supporting students with disabilities. Full article

Artificial intelligence (AI) holds considerable promise to transform education, from personalizing learning to enhancing teaching efficiency, yet it simultaneously introduces significant concerns regarding ethical implications and responsible implementation. This exploratory survey investigated the perceptions of 376 teachers, university students, and future educators from the University of Salerno area concerning AI integration in education. Data were collected via a comprehensive digital questionnaire, divided into sections on personal data, AI’s perceived impact, its usefulness, and specific applications in education. Descriptive and inferential statistical analyses, including mean, mode, standard deviation, and 95% confidence intervals, were applied to the Likert scale responses. Results indicated a general openness to AI as a supportive tool for personalized learning and efficiency. However, significant reservations emerged regarding AI’s capacity to replace the human role. For instance, 69% of participants disagreed that AI tutors could match human feedback efficiency, and strong opposition was found against AI replacing textbooks (81% disagreement) or face-to-face lessons (87% disagreement). Conversely, there was an overwhelming consensus on the necessity of careful and conscious AI use (98% agreement). Participants also exhibited skepticism regarding AI’s utility for younger learners (e.g., 80% disagreement for ages 0–6), while largely agreeing on its benefit for adult learning. Strong support was observed for AI’s role in providing simulations and virtual labs (89% agreement) and developing interactive educational content (94% agreement). This study underscores a positive inclination towards AI as an enhancement tool, balanced by a strong insistence on preserving human interaction in education, highlighting the need for thoughtful integration and training. Full article