Search Results (2,450)

The low participation of men in primary education is a persistent and structural phenomenon that cannot be adequately understood through homogeneous views of teachers’ motivations and experiences. This study is conducted in the Chilean context, which is characterized by a highly feminized teaching workforce and persistent challenges related to working conditions, social valuation of teaching, and teacher retention. It aims to analyze profiles of male primary school teachers, considering their motivations, perceptions, and the meanings they attribute to the teaching profession. A sequential explanatory mixed-methods design (QUAN → qual) was employed. First, 144 male in-service primary teachers completed the FIT-Choice scale and a latent class analysis was conducted. Subsequently, in-depth interviews were carried out with an intentionally selected subsample of 20 teachers, which were analyzed using qualitative content analysis. Three distinct motivational profiles were identified: altruistic, pragmatic, and critical. The qualitative findings complemented these profiles, highlighting the influence of personal trajectories and working conditions on teachers’ career choice and retention in the profession. Overall, the findings suggest that policies for training, support, and professional induction must recognize teacher heterogeneity and promote inclusive working environments, moving beyond approaches that focus exclusively on increasing the number of men in primary education. Implications for the design of policies aimed at attracting and retaining male primary school teachers are discussed. Full article

Against the backdrop of uneven educational development and structural constraints in rural Mainland China, teacher agency is critical for driving professional growth and instructional improvement. Rural educators face distinct challenges—limited resources, isolated work contexts, and systemic pressures—that shape their capacity to enact change. While scholarship has documented the roles of contextual resources and individual beliefs in shaping teacher agency, less is known about the mediating mechanisms linking job resources and self-efficacy to agency within China’s rural educational landscape. This study examines how perceived job resources (teaching resources, administrative support, colleague support, parental support) and teaching self-efficacy collectively shape rural teachers’ agency, to inform policy and practice for strengthening their professional capacity. Drawing on a quantitative survey of 625 rural teachers, we employ a two-stage analytical approach: first, descriptive statistics, t-tests, ANOVA, and Pearson correlations to map baseline variable relationships; second, Hayes’ PROCESS macro (Model 4) with bootstrapping to test the mediating role of teaching self-efficacy between job resources and teacher agency. Findings reveal the following: (1) Rural teachers report moderate agency (M = 3.53/5), indicating room for growth; (2) All four job resource dimensions significantly and positively predict agency (β = 0.099–0.163); (3) Teaching self-efficacy is a robust predictor of agency (β = 0.785–0.822, p < 0.001) after controlling for resources; (4) Self-efficacy partially mediates the links between each job resource and agency, with indirect effects ranging from 0.269 (teaching resources) to 0.451 (colleague support), highlighting its central role in translating contextual resources into agentic action. We conclude that fostering rural teacher agency requires a holistic approach addressing both external job resources and internal self-efficacy. Policymakers and administrators should prioritize investments in teaching resources, collaborative support structures, and professional development to build educators’ confidence and competence. Limitations include self-report bias, cross-sectional design constraints on causal inference, and limited generalizability. Future research should use longitudinal designs and broader samples to deepen understandings of agency in structurally constrained educational settings. Full article

Among the basic principles in providing special education services is educational equity for students with disabilities, including those with intellectual disability (ID). The purpose of this study was to examine special education teachers’ perceptions toward the international concept of inclusive education for students with ID in Saudi Arabia. It also aimed to determine their perceptions of the impact of the international concept of inclusive education on students’ community integration. Over three months, the researchers conducted semi-structured interviews with 14 special education teachers who were teaching students with ID in Saudi Arabia. Six themes emerged from the participants’ responses including their understanding of: (a) the international concept of inclusive education, (b) the appropriate placement for students with ID, (c) how the international concept of inclusive education supports a students’ community integration, (d) the role and impact of curriculum modification, (e) strategies related to the international concept of inclusive education, and (f) challenges for the implementation of the international concept of inclusive education A discussion of the findings, limitations of this study, and the implications for future research were provided. Full article

Generative Artificial Intelligence (GenAI) is transforming higher education in terms of pedagogy, student involvement, and academic management. This systematic literature review examines 30 peer-reviewed articles published from 2019 to 2025, adhering to PRISMA 2020 and Kitchenham’s methodologies. Descriptive and thematic analyses highlight five opportunities: (a) tailored and adaptive education; (b) deliberate fostering of critical thinking; (c) enhanced accessibility for varied learners; (d) teaching innovation via multimodal content development and feedback; and (e) collaborative methods that regard AI as a co-teacher. Four ongoing challenge categories also surface: (a) risks to academic integrity; (b) excessive dependence on GenAI that may hinder learner independence; (c) inconsistent faculty preparedness and change-management abilities; and (d) differences in infrastructure and policy both regionally and globally. Intersecting ethical issues, such as data privacy, algorithmic bias, transparency, and accountability, highlight the necessity for governance that aligns with institutional risk and reflects societal values. Analyzing the recent literature, this systematic review offers four contributions: (a) a recommendation model for responsible GenAI implementation in higher education institutions; (b) a framework for sustainable integration of GenAI; (c) a highlight of the future research recommendations; and (d) an integrated policy and pedagogical recommendations roadmap. These models emphasize the integration of AI literacy, ethical considerations, and critical thinking goals into educational programs. The review advocates for a strategic, stakeholder-focused approach to implementation that enhances rather than replaces human instruction, thus connecting GenAI’s educational potential with ethical, context-aware avenues for institutional transformation. Full article

The prehistoric and historic Greek populations have a long and glorious history and could teach us significant lessons relevant to water resources and their management. Most Greek civilizations lived in harmony with the environment, with a profound understanding of environmental sustainability. The Minoan era, considered as Pax Minoica (or Minoan peace), was a time when palaces and other living places did not have defensive walls; in that time, human rights and power without a military aristocracy developed. During that time, hydro-structures with a high degree of security, which remained in operation for millennia, were developed, most of them established in predominantly arid areas for reasons of security, protection, and public health. The study presents important elements of the development and progress of these technological achievements provided by ancient civilizations throughout the prehistoric to modern period, in the context of revealing and highlighting potential lessons to understand and address current critical issues in the management of water resources. Furthermore, the methodology used and the technological structural advancement of water works, their infrastructure durability, and early water law principles are considered. Many modern systems are designed for operational lifespans of 50–100 years, whereas several ancient Greek hydraulic structures remained functional for centuries by relying on renewable natural resources—reflecting a fundamentally different design philosophy centered on longevity and robustness. Thus, terms such as “sustainability” and “water security/safety”, first taught by ancient civilizations, need to be reconsidered and adopted again nowadays to inspire policies, strategies, and actions against the increasing challenges. Full article

Background: Evidence shows that simulation-based education for nurses and midwives contributes to strengthening patient safety and quality of care in healthcare settings. Nevertheless, it is implemented to a limited degree in Sub-Saharan African (SSA) higher education institutions, including Tanzania. This demands that Tanzania shift from a traditional model of teaching to incorporate simulation-based education to produce a skilled workforce. Objective: To explore perceptions and experiences of nurse educators (lecturers) and midwives on simulation-based education in Tanzania. Methods: The study employed a generic qualitative descriptive study design with purposive sampling. The data were collected through individual semi-structured interview guides with nurse educators and midwives (nine nurse educators and 11 midwife graduates) from two selected universities in the School of Nursing and their respective teaching hospitals. Qualitative inductive content analysis was used to analyze the data. Results: The data analysis revealed three themes and nine sub-themes: 1. Knowledge and skills in simulation-based education. 2. Challenges in the implementation of simulation-based education. 3. Ensuring patients’ safety. Conclusions: Students were indeed experienced, but not trained in how to use simulation-based education, and nurse educators had inadequate skills. A high number of students with inadequate infrastructure and resources is the major challenge experienced by participants. Simulation-based education is at an early stage of adoption in Tanzania and will require ongoing development, support and resources to fulfilll its potential in promoting patient safety. Full article

There are numerous ways in which generative artificial intelligence (GAI) can be applied in the teaching and learning process. This paper presents one application in the Business Decision Analysis (BDA) course. BDA is considered as the most challenging course in the Graduate Study Program in Economic Entrepreneurship at the University of Zagreb Faculty of Organisation and Informatics; consequently, the teachers continuously analyse possibilities to make the course more attractive for students. The innovative teaching activity at BDA was implemented as a betting shop during the first colloquium (which accounts for 50% of the overall grade). In the activity, GAI analysed learning management system (LMS) data of students’ results (attendance, self-assessment test results, logs in the system) of the initial (pre-course) test, as well as their results of the pub quiz (activity organised a week before the colloquium as a preparatory activity). GAI analysed all the data and predicted the number of points each student will achieve. Additionally, GAI calculated the risk index, average growth (among self-assessment tests) and learning consistency for each student. Finally, GAI created a message for each student that explained what went well in their learning activity, what could be improved, and included a motivational note for the test. The rule was: if a student achieved a higher result than the GAI predicted, the teacher would buy a chocolate for that student. More than 60% percent of students achieved a higher score than was predicted. Surprisingly, exceeding the expected result was not in correlation with the risk indices determined by the GAI. Cluster analysis identified four student profiles consistent with the correlation results, showing weak overall agreement between the predicted and achieved scores, except in the male subgroup, while higher predicted scores were associated with higher average growth and lower risk indices. Qualitative analysis of the GAI application in teaching yielded positive comments, as students perceived the activity as helpful, motivating, and engaging, and would have liked more similar activities. Full article

Bioethics education has become established as an essential component for addressing the ethical challenges associated with biomedical development, biotechnology, and decision-making in the healthcare field. Although numerous studies have analyzed the teaching of bioethics among medical students and other health professions, empirical research on bioethics literacy in religious formation contexts remains limited. The objective of this study was to evaluate the level of bioethical knowledge (here operationalized as bioethics literacy) among Catholic seminarians in Colombia and to explore the psychometric properties of a questionnaire designed to measure bioethics literacy in this population. A cross-sectional observational study was conducted through the administration of a structured questionnaire consisting of 32 multiple-choice items with a single correct answer addressing philosophical foundations, personalist bioethics, bioethical principles, clinical bioethics, and issues related to biotechnology. A total of 216 complete questionnaires were analyzed using descriptive statistics and exploratory psychometric analyses, including item difficulty and discrimination, internal consistency, and exploratory factor analysis. The results showed a moderate overall level of bioethics literacy, with better performance in applied domains such as clinical bioethics and bioethical principles, and lower levels of correct responses in philosophical foundations and personalist bioethics. The questionnaire showed moderate internal consistency and a preliminary factorial structure, suggesting its usefulness as an exploratory tool for assessing bioethical knowledge in seminary educational contexts. These results highlight the importance of strengthening the integration between philosophical and theological education and the applied analysis of bioethical problems in seminary educational programs. Full article

Sustainability and the Sustainable Development Goals (SDGs) are garnering significant attention due to growing global challenges, including poverty, inequality, environmental degradation, and climate change, with the latter addressed specifically through SDG 13. This study examined the level of self-reported awareness of six science-related SDGs—SDG 3 (Good Health and Well-Being), SDG 6 (Clean Water and Sanitation), SDG 7 (Affordable and Clean Energy), SDG 13 (Climate Action), SDG 14 (Life Below Water), and SDG 15 (Life on Land)—among science teachers in the Arab sector in Israel as a function of background variables: gender, seniority, degree type, academic institution, school type, area of specialization, and the integration of these SDGs into the science curriculum. The study employed a mixed-methods approach: in the quantitative component, 204 science teachers responded to a Likert-scale questionnaire; the qualitative component consisted of semi-structured interviews with 30 middle school science teachers from the Arab sector. The findings indicated a moderate level of self-assessed awareness regarding SDGs. Significant differences in awareness were found according to teaching subject: environmental studies teachers demonstrated the highest awareness, followed by general science, biology, and physics teachers, with chemistry teachers ranking lowest. No significant differences were found for the remaining variables (p > 0.05). Qualitative findings indicated that while teachers perceived SDG-related content as implicitly present in the curriculum, explicit and systematic integration of the SDG framework is largely absent. Overall, the findings suggest that teachers are not adequately exposed to the SDGs. Therefore, it is recommended to incorporate these topics into teacher-training courses and professional development programs and to further integrate them into curricula. This study contributes to the growing body of research on SDG integration in science education, particularly within underexplored minority educational contexts. Full article

This study aims to investigate and analyze the factors that affect the adoption of digital technologies in theatre/drama education by reviewing existing literature. This study employed the Scopus and Google Scholar databases to conduct a systematic literature review (SLR), as well as a bibliometric analysis. The results showed that using digital tools in theatre/drama education makes students more engaged, helps with creative exploration, and facilitates the teaching of sustainability concepts using new methods. The most discussed determinants referred to accessibility issues with infrastructure and technological resources, as well as the presence of digital skills and a related digital culture within the educational environment. The thematic analysis produced key themes, such as training, digital skills, access, and interactivity, showing that the main challenge for digital technology integration in theatre education remains the lack of appropriate digital skills, educators’ training, and infrastructure. The findings can be useful for various groups, including theatre educators, faculty members, education researchers, theatre practitioners, and policymakers. This study adds to the existing literature by highlighting how digital technologies can enhance theatre/drama education, while emphasizing challenges such as accessibility and digital literacy, and the need to keep traditional theatre/drama methods alive in the digital world. Full article

In early childhood and early primary settings, science education is often overshadowed by other subjects such as literacy and numeracy due to the perception that learning science is less essential than acquiring skills in other core subjects. The teaching of biological science, in particular, have limited engagement and interactivity, leading to lower student interest and participation. This scoping review aims to explore the current practices and challenges in teaching biological science within early childhood and early primary settings with a special focus on multimodality to increase student engagement and interactivity via the integration of digital tools. Existing research emphasises a current gap in integrating multimodal teaching and learning approaches—ranging from manual and digital to robotic technologies—in biological science. Based on the findings, recommendations are made for the successful integration of multimodal approaches to make biological science more engaging, dynamic, and memorable for young learners. Full article

In the late 1990s, there was much speculation on what music and music education would look like at the beginning of the 21st century. Few predicted the level of change that we have witnessed since then. In fact, developments in technologies, demographics, societies and global relations that have taken place in the world over the past 100 years would have been neigh unimaginable decade by decade, and keep coming with ever-increasing intensity. Travel, trade and technology have connected people and cultures in myriad and often wonderful ways. But inequities, divisions, and conflicts also reached new heights, with the first half of the 2020s subject to a seemingly endless stream of natural and manmade disasters and conflicts. Inevitably, all of these developments impacted on the world of music in general, and also on music education. In this essay, I try to summarise some key experiences and observations of my own first fifty years of living musical diversity (a world that started to open before me when I began learning Indian sitar in Amsterdam in 1975), and efforts across five continents that I have been involved in or researched. Juxtaposing this with key literature on the topic provides a broad basis for presenting ideas and views on progress towards giving musical practices from across the globe an appropriate place in music education at all levels: in community settings, schools, and institutions for professional training of performers and educators. In that process, I identify three critical junctures which can simultaneously present obstacles and opportunities for positive change: (1) terminologies, social inclusion, and the politics of diversity; (2) musical dynamics, technology, and institutional change; and (3) evolutions and revolutions in music learning and teaching. These inform a challenging but clear agenda for scholars, policy makers, institutional leaders, practising musicians and music educators worldwide who strive for more inclusive, diverse, equitable and relevant practices. Full article

Since 2000, the flipped classroom model has been widely adopted in higher education within the context of digital transformation; however, a comprehensive historical synthesis of review evidence remains limited. This study addresses this gap by conducting a review of reviews to clarify developmental trends, theoretical foundations, instructional designs, research methods, outcome variables, reported effects and implementation challenges, with the aim of informing sustainable education practices. Following the PRISMA framework, we systematically searched Web of Science Core Collection, Scopus, and Google Scholar for studies published between 2000 and 2024. Predefined inclusion and exclusion criteria were applied, and 25 systematic reviews met the eligibility requirements. Risk of bias and reporting quality were assessed descriptively at the review level. The results indicate generally positive perceptions among students and teachers, particularly regarding learning performance, collaboration and motivation, with the strongest evidence observed at the teaching and learning levels rather than at pedagogical or institutional levels. Substantial variation in flipped classroom designs and inconsistent reporting limited cross-study effect size synthesis. Further analysis reveals a fragmented theoretical basis and uneven attention to post-class learning processes. In response, two integrative frameworks—the Instructional Design Analysis Model for Flipped Classrooms (IDAMFC) and the Transformative Activation Theory for Flipped Classrooms (TAT-FC) are proposed to align pre-, in-, and post-class phases with learning strategies, cognitive engagement, and assessment in digitally supported environments. This study highlights the need for longitudinal designs and more comprehensive outcome measures to support sustainable educational development. Full article

Raising cybersecurity awareness (CSA) of employees is crucial for all modern organisations. To meet the organisational need for CSA, activities aimed at increasing CSA have been the focus of both industry and research in the past. There are, subsequently, a plethora of CSA activities for organisations to choose from. Nevertheless, research consistently reports that organisations struggle to raise CSA to an appropriate level, and a core issue lies in their ability to select CSA activities and effectively adopt them. This paper used semi-structured interviews with practitioners working on CSA adoption in public-sector organisations to identify what practitioners perceive as success factors. The interviews were analysed through a socio-technical lens and resulted in a taxonomy that groups success factors for CSA adoption in the three socio-technical dimensions: organisational, user-centric, and technical. The taxonomy outlines ten success factors and demonstrates how the participants see success of CSA activities as not only dependent on technical factors but also, and perhaps even more important, user-adaptability and organisational readiness. The results were validated in a workshop with CSA experts across Europe, who highlighted the practical usefulness of the taxonomy as both a map of potential challenges and a teaching tool for educating new CSA practitioners. Full article

Teaching biblical history and biblical archaeology to undergraduates presents distinctive pedagogical challenges. Unlike graduate students, undergraduates often enroll with limited historical literacy, minimal exposure to ancient Near Eastern history, and religiously shaped assumptions about the Bible that have not been examined critically. At the same time, the cursory treatment of the biblical world in standard Western Civilization textbooks leaves many students without adequate chronological and historical frameworks. Presenting undergraduates with the complex historiographic issues innate to the field is problematic, as it can lead to alienation or even challenges to faith. This essay argues that instructors must be clear about their approaches and keep the distinction between teaching religion and teaching about the Bible as a historical document explicit, while acknowledging the diverse backgrounds with which students enter the classroom. The article uses several examples (including approaches to the Exodus narrative) to demonstrate how scholarship can be presented responsibly. The essay also addresses disciplinary and terminological complications. Full article