Search Results (1,424)

The digitalisation of education has introduced new possibilities for inclusive teaching practices, particularly in supporting students with special educational needs (SEN). While digital tools have demonstrated potential to enhance learning outcomes and engagement for these students, the role of school leadership in fostering teachers’ digital competence remains underexplored. The aim of the study is to investigate the association between school leadership, as rated by teachers, and teachers’ self-reported digital competence in supporting students with SEN. To this end, cross-sectional data from 285 Swedish teachers enrolled in special education training programmes have been used. The data were collected through the SELFIE survey, a European Commission tool designed to assess schools’ digital capacity. A stepwise linear regression analysis was conducted to examine the association between perceived school leadership and teachers’ self-reported digital competence in supporting students with SEN, controlling for teacher collaboration, infrastructure and equipment, and demographic variables. The results show a consistent and significant positive relationship between school leadership and teachers’ digital competence, even when other factors are accounted for. Teacher collaboration also contributed positively, though to a lesser extent, while infrastructure and equipment and demographic variables showed no significant effect. The study contributes knowledge by showing that teachers’ digital competence development depends not only on individual efforts but also on organisational factors, such as supportive school leadership, highlighting the importance of recognising school leadership as vital alongside digital resources in schools. Given the cross-sectional design, the findings should be interpreted cautiously and not as evidence of causal relationships. These findings suggest that school leadership is important in enabling teachers to use digital technologies to support students with SEN, highlighting practical and policy implications for strengthening school leadership in developing teachers’ digital competence in supporting students with SEN. Full article

The rapid digital transformation of higher education institutions (HEIs) has created new opportunities to promote sustainability-focused teaching, learning, and assessment. At the same time, traditional assessment methods often fail to accurately measure complex skills needed for sustainability, such as systems thinking, critical reflection, and real-world problem-solving. This study examines the integration of adaptive learning platforms with performance-based assessment (PBA) as an innovative way to support inclusive, sustainability-oriented learning in higher education. Based on principles of Education for Sustainable Development (ESD), Universal Design for Learning (UDL), and constructivist learning theory, the study investigates how adaptive learning technologies tailor instruction for diverse learners while PBAs offer genuine measures of sustainability skills. Using a mixed-methods approach, data were gathered from forty-eight undergraduate students enrolled in an inclusive education course that used an adaptive learning module and PBA tasks. Learning analytics, rubric-based performance scores, and student perception surveys were analyzed to explore effects on engagement, accessibility, and skill development. The results show that this combined method enhances student inclusion, supports differentiated learning pathways, boosts engagement in sustainability tasks, and yields more complete evidence of sustainability competencies than traditional assessments. The study provides a framework for HEIs aiming to align digital transformation initiatives with sustainability objectives. It emphasizes the potential of integrating adaptive learning and PBA to promote innovative, inclusive, and sustainability-focused assessment practices. Implications for policy, curriculum design, and future digital sustainability efforts are also discussed. Full article

The rapid integration of Industry 4.0 technologies into non-computer engineering curricula presents a significant pedagogical challenge: avoiding a “one-size-fits-all” approach. While Project-Based Learning (PBL) is widely advocated for teaching Internet of Things (IoT), little research addresses how students from different engineering branches—specifically Industrial, Environmental, and Electrical—respond to identical technical requirements. This study evaluates the deployment of ESP32-based IoT solutions for local agriculture and beekeeping problems in the Peruvian Andes, analyzing the performance and perception of three distinct student cohorts (Total N = 95). Results indicate a significant divergence in learning outcomes and satisfaction. The cohort predominantly composed of Industrial Engineering students (NRC-33563) demonstrated lower adherence to technical code modularization (88% vs. 97%) and lower overall course recommendation rates compared to the mixed cohorts (NRC-33562/33561), who reported higher engagement with the hardware implementation. These findings suggest that while Environmental and Electrical engineering students naturally align with the sensing and actuation layers of IoT, Industrial engineering students may require a curriculum that emphasizes process optimization and data analytics over raw firmware development. We propose a differentiated pedagogical framework to maximize engagement and competency acquisition across diverse engineering disciplines. Full article

The integration of sustainable development into biology education has been a growing area of interest. Biology education for sustainability is considered through competencies and skills, taking different dimensions of knowledge into account. Solving problems requires not only knowledge but also communicative and strategic activity. Thus, biology education must emphasize the main visions of scientific literacy proposed in the literature, supporting students to understand society and everyday socioscientific challenges at the local as well as at the global level, and to deal with differing scientific results and uncertain information. However, there are very few studies from a holistic didactic viewpoint on the implementation of sustainable education (SE) in biology education in the context of teacher education and school education for promoting a sustainable future. This study addresses this gap via a bibliometric and content analysis of the literature (n = 165 and 131, respectively) based on the categories of the sustainable development goals (SDGs), subject aims, learning objectives, content knowledge, teaching methods, competencies and skills, and assessment methods. The literature analyzed emphasizes the environmental and social SDGs, the development of students’ factual and conceptual knowledge and learning, interactive teaching and learning methods, critical thinking and reflection, and summative and formative assessment methods. There is much less attention on economic and institutional SDGs, scientific skills, environmental attitudes, knowledge creation, strategic thinking and empathy, and diagnostic assessment methods. Compared to earlier studies performed in the 2010s, teaching and learning methods have become more diverse in contrast to the earlier focus on teacher-centered methods. Overall, the conclusion is that biology education must evolve beyond content mastery to integrate ethical, technological, and transdisciplinary dimensions—empowering learners not only to understand life but to sustain it—aligned with quality education (SDG 4), good health and well-being (SDG 3), and life on land (SDG 15). The findings also suggest that powerful knowledge needs to be emphasized for providing essential insights into ecosystems, biodiversity, and the processes that sustain life on Earth. They also highlight the importance of regular evaluations of teaching and learning for detecting how pedagogical and didactic approaches and strategies have supported students’ learning focused on sustainable development. Full article

Background: Nurses’ teaching skills in the clinical setting are crucial to ensuring that students receive high-quality training. Despite the growing importance of competency frameworks, there is little research on the relationship between nurses’ teaching competence and sociodemographic, professional, training, and research variables. Methods: This was a cross-sectional, descriptive, and correlational study conducted at nine hospitals linked to the clinical placement subjects of the Bachelor of Nursing of the University of Barcelona. The study population comprised all nurses directly involved in clinical teaching. Participants’ level of self-reported teaching competence was evaluated using the Spanish version of the Capabilities of Nurse Educators (S-CONE) questionnaire, and the sociodemographic, professional, and academic variables were collected in an ad hoc questionnaire. Descriptive statistics, non-parametric tests, and linear and logistic regression models were used to analyse the associations between the S-CONE total score and the variables collected. Results: The mean age of the participants (n = 596) was 41.9 years (standard deviation: 8.82), and 85.6% of them were women (n = 510). The overall mean S-CONE score was 3.81 (SD: 0.73). Higher scores were observed in those with advanced academic degrees, formal teacher training, and participation in academic activities. Professionals with mixed roles (clinical mentor and academic tutor) self-reported significantly higher competence levels. Multivariate analyses identified participation in conferences, tutoring of undergraduate theses, and involvement in research or development projects as the main predictors of higher teaching competence as measured by the S-CONE questionnaire. The lowest-scoring factor was research and evidence, which points to a potential area for improvement. No significant associations were found with age, sex, or years of clinical experience. Conclusions: Participants had a high self-reported level of teaching competence and rated themselves as competent overall, especially in professional practice and curriculum design. However, we identified areas for improvement related to pedagogical innovation and the use of evidence. The findings reinforce the importance of professional development and academic involvement to strengthen teacher competence. Full article

Researching teachers’ 21st-century competences is critical for developing a sustainable, quality educational environment and accomplishing the objective of quality education. A lifelong learning philosophy ensures teacher development, paving the way for quality education (SDG4). In this study, a valid and reliable scale was established to provide the target group of middle school teachers with 21st-century abilities to enhance their quality teaching process and long-term professional growth. In this context, the developed scale has 33 items. The factor analysis results revealed that the scale is three-dimensional and accounts for 63.66% of the overall variation. Furthermore, second-order confirmatory factor analysis confirmed that the proposed model satisfied the acceptable fit criteria. Positive correlations between factors were observed, and reliability analysis revealed a high internal consistency (α = 0.947), thereby validating the scale’s reliability, validity, and practical utility. In conclusion, the scale developed is a valuable assessment tool for assessing teachers’ 21st-century skills, and the data gathered from it can help improve secondary teacher quality and create professional development programs. In this regard, contributions will be made to the development of long-term policies. Teacher development should be considered critical to achieving “quality education”, which is one of the Sustainable Development Goals. Full article

Teacher education represents a global strategic priority for improving educational systems and fostering inclusive, high-quality processes. Recent studies highlight the need for systematic and replicable education models capable of addressing the challenges of contemporary complexity and bridging the gap between theory and practice. Teaching professionalism is increasingly recognized as a key driver of change, requiring a balance of pedagogical, relational, and technological competences, along with strong reflective capacity. Within this framework, practicum programs play a crucial role for the development of professional identity and authentic teaching skills. Methods: This contribution adopts a theoretical–argumentative approach grounded in a critical analysis of the international scientific literature on teacher education, with specific focus on the role of practicums. The aim is to present the model implemented by Pegaso University in the context of practicum activities within initial teacher education programs to outline an interpretative framework and provide pedagogical reflections in light of the results arising from critical reflection and systematic monitoring (not covered in this specific contribution) of the effectiveness of the model implemented in the first two training cycles (academic years 23–24 and 24–25), with the involvement of 5 regions and a total of 2834 teachers in the first cycle and 10 regions and a total of 5551 teachers in the second cycle. Convenience sampling based on a non-probabilistic method was adopted, using the entire sample of teachers admitted to the training program who met the requirements of Article 7 of the Decree of the President of the Council of Ministers (DPCM). Results: This paper outlines the theoretical and methodological trajectories of the model, offering interpretative frameworks and pedagogical reflections in light of the outcomes achieved during the initial implementation phase. Conclusions: In accordance with recent national and European regulatory frameworks, the Pegaso teaching model is presented as an example of good practice for initial teacher education. It aims to foster a reflective, situated, and responsible teaching professionalism, moving beyond traditional approaches toward a continuous and transformative learning process. Full article

This article introduces a framework for scientific and professional language training tailored for STEM (Science, Technology, Engineering and Mathematics) specialists, emphasising the integration of digital technologies and artificial intelligence (AI) in language education. The framework aims to develop students’ research communication skills and digital competencies, which are essential for effective participation in both national and international scientific discourse. The article discusses contemporary trends in STEM education, emphasising the importance of interdisciplinary approaches, project-based learning, and the utilisation of digital tools to boost language skills and scientific literacy. The article outlines the development and deployment of a digital platform aimed at supporting personalised and adaptive learning experiences, integrating various educational technologies and approaches. Empirical research conducted through a pedagogical experiment demonstrates the effectiveness of the framework, showing significant improvements in students’ academic and linguistic competencies across multiple modules. The findings highlight the importance of combining language training with STEM education to equip future engineers for the challenges of a globalised and digitalised professional world. This work reports on the “Enhancing Scientific and Professional Language Learning for Engineering Students in Kazakhstan through Digital Technologies” project conducted at Saginov Technical University (STU) in Kazakhstan and funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant No. AP19678460). The research contributes to the ongoing discussion on improving language teaching in STEM fields, offering a framework that aligns with current educational demands and technological progress. Full article

This study diagnoses the level and profile of university lecturers’ digital competence at a Chilean higher education institution, drawing on the DigCompEdu and OpenEdu frameworks. A non-experimental correlational design was used, based on a self-perception questionnaire adapted from the DigCompEdu Check-In tool and administered to 569 lecturers through the Qualtrics platform. The instrument underwent external expert validation and demonstrated excellent internal consistency (Cronbach’s α = 0.96). Results indicate that 44% of lecturers position themselves at the “Integrator” level, 22% at the “Explorer” level, and 19% at the “Expert” level, with three clearly differentiated competence profiles. These findings informed the development of a structured training programme centred on three components: the pedagogical use of digital technologies, the incorporation of open educational practices aligned with OpenEdu, and the strengthening of students’ digital competence. The programme includes modular workshops, mentoring led by high-competence lecturers, and the creation of open educational resources. Overall, the study provides empirical evidence to guide institutional policies and to foster a reflective, ethical, and pedagogically grounded integration of digital technologies in university teaching. Full article

The Atlantic slave trade was one of the most significant and violent processes in global history, and the Iberian empires played a central role in its development. Yet in Spain and Portugal, the historical and public memory of slavery remains fragmented, producing silences that contrast with its historical magnitude. This study examines these silences through two complementary lenses: the academic preparation of future history teachers and the heritage narratives presented in Iberian museums, adopting a mixed-methods design. A total of 138 pre-service teachers from eight Spanish and Portuguese universities completed a questionnaire providing quantitative data to assess how the Atlantic slave trade was addressed in their university training and which didactic and heritage resources they consider most appropriate for teaching it. In parallel, exhibitions and institutional discourses were analysed in seven national and regional museums related to America, colonisation or maritime expansion, drawing on qualitative data from written interviews with museum professionals. The findings reveal limited curricular attention to the Atlantic slave trade, uneven valuation of heritage resources, and highly variable museum narratives. These results highlight the need for coordinated educational and heritage strategies that strengthen historical understanding, support democratic and intercultural competencies, and contribute to a more inclusive and critically informed public memory. Full article

Teachers’ language assessment literacy (LAL) encompasses the knowledge and competencies required to design and implement assessment practices that support learning. Although prior research has documented general trends in LAL development, less is known about how individual teachers, particularly student teachers, interpret, appropriate, and negotiate formative assessment (FA) task design within the context of initial teacher education (ITE). Adopting an in-depth qualitative case study approach, this study examines how a single student teacher in a Chinese initial teacher education developed her cognition and classroom practice related to FA tasks across a teaching methodology course and a practicum. Drawing on thematic analysis of semi-structure interviews, lesson plans, classroom observations, stimulated recall interviews, and reflective journals, the study traces developmental changes and the contextual factors shaping the student teacher’s LAL in relation to FA tasks. Findings show that the sustained engagement with FA task design supported more sophisticated understandings of FA, including (1) an increased recognition of the pedagogical necessity of incorporating authentic FA tasks into lesson planning, (2) a growing aspiration to implement FA-oriented instruction that promotes higher-order thinking, (3) an enhanced awareness of the empowering role of FA tasks in fostering students’ self-regulated learning, and (4) a more nuanced understanding of the challenges inherent in implementing FA practices. Meanwhile, the case illustrates how pre-existing assessment conceptions, school culture norms, and limited targeted mentoring can constrain LAL development in relation to FA. By providing a fine-grained account of developmental processes, this study offers insights into how ITE can mediate student teachers’ engagement with FA task design. The findings have implications for teacher education programs in other similar educational contexts, particularly regarding the integration of FA task design into assessment courses and the provision of sustained, context-sensitive support during teaching practicum. Full article

This paper proposes E-MOTE (Emotion-aware Teacher Education Framework), an ethically grounded conceptual model aimed at enhancing teacher education through the integrated use of the Facial Action Coding System (FACS), Artificial Intelligence (AI), and Virtual Reality (VR). As a conceptual and design-oriented proposal, E-MOTE is presented as a structured blueprint for future development and empirical validation, not as an implemented or evaluated system. Grounded in neuroscientific and educational research, E-MOTE seeks to strengthen teachers’ emotional awareness, teacher noticing, and social–emotional learning competencies. Rather than reporting empirical findings, this article offers a theoretically structured framework and an operational blueprint for the design of emotion-aware teacher training environments, establishing a structured foundation for future empirical validation. E-MOTE articulates three core contributions: (1) it clarifies the multi-layered construct of emotion-aware teaching by distinguishing between emotion detection, perception, awareness, and regulation; (2) it proposes an integrated AI–FACS–VR architecture for real-time and post hoc feedback on teachers’ perceptual performance; and (3) it outlines a staged experimental blueprint for future empirical validation under ethically governed conditions. As a design-oriented proposal, E-MOTE provides a structured foundation for cultivating emotionally responsive pedagogy and inclusive classroom management, supporting the development of perceptual micro-skills in teacher practice. Its distinctive contribution lies in proposing a shift from predominantly macro-behavioral simulation toward the deliberate cultivation of perceptual micro-skills through FACS-informed analytics integrated with AI-driven simulations. Full article

This study analyzes how Spanish universities integrate inclusion, accessibility, digital competence, and artificial intelligence (AI) into the professional development of university teaching staff, in a context marked by rapid digital transformation. The research addresses the lack of comparative evidence on how these key dimensions of contemporary higher education are articulated, or remain disconnected, across institutions. Using a mixed-methods design, 83 training courses delivered between 2020 and 2025 in 24 public and private universities were examined through qualitative analysis, coding matrices, and hierarchical cluster analysis. The study adopts an explicitly exploratory and typological approach, aimed at mapping institutional patterns rather than establishing causal explanations. The results reveal a highly heterogeneous and weakly cohesive training landscape. Inclusion appears primarily as a normative discourse with limited pedagogical depth; accessibility is frequently reduced to technical compliance; and AI (particularly generative AI) is incorporated from instrumental, efficiency-oriented approaches. Ethical dimensions, algorithmic bias, and digital accessibility are virtually absent. The hierarchical cluster analysis identifies four institutional profiles: technocentric without inclusion, analogically inclusive, advanced hybrid, and low-density training models. These patterns show how institutional orientations shape the professional development trajectories of university teaching staff. The study highlights the need for comprehensive faculty development strategies that integrate inclusion, accessibility, and responsible AI use, and offers a structured typological baseline for future research assessing impact on teaching practice and student experience. Full article

Universities must prepare future professionals with critical thinking skills to effectively address complex social and environmental challenges. In engineering degrees, while technical competences are strongly developed, the acquisition of ethical and social skills remains challenging within the framework of traditional subjects. This paper explores how the integration of the Sustainable Development Goals (SDGs), following a competence-based educational model, can contribute to the development of ethical, social, and sustainability-related competences in an engineering degree. A set of activities, exercises, and tasks grounded in real professional contexts was designed to encourage students to explore sustainable solutions to social and environmental problems, supported by experiential learning and visible thinking routines. These activities were coherently aligned through interdisciplinary coordination among professors teaching in the degree. The results indicate that the proposed approach was positively received by both professors and students, who valued its contribution to personal and professional development. Students demonstrated enhanced critical thinking and greater awareness of the social and environmental implications of engineering decisions. This work aims to support and inspire educators seeking to integrate SDGs into their teaching by offering a feasible, transferable, and easy-to-implement framework for embedding ethical, social and sustainability-related competences in engineering teaching. Full article

Digital inclusion has become an essential component in ensuring the autonomy, social participation, and well-being of older adults. However, their learning of digital skills depends to a large extent on the quality of support provided by the facilitator, whose age, training, and experience directly influence teaching processes and how older adults relate to technology. This study compares the digital competences, and ICT skills of 107 facilitators of digital literacy programs, classified into three groups: peer educators (PEERS), young students without gerontological training (YOS), and young gerontology specialists (YGS). A quantitative design was used. Statistical analyses included non-parametric tests (Kruskal–Wallis, Mann–Whitney, Kendall’s Tau) and parametric tests (ANOVA, t-tests), to examine associations between socio-demographic variables, the level of digital competence, and ICT skills for teachers (technological and pedagogical). The results show clear differences between profiles. YOS achieved the highest scores in digital competence, especially in problem-solving and tool handling. The YGS achieved a balanced profile, combining competent levels of digital skills with pedagogical strengths linked to their gerontological training. In contrast, PEERS recorded the lowest levels of digital competence, particularly in security and information management; nevertheless, their role remains relevant for fostering trust and closeness in training processes among people of the same age. It was also found that educational level is positively associated with digital competence in all three profiles, while age showed a negative relationship only among PEERS. The findings highlight the importance of creating targeted training courses focusing on digital, technological, and pedagogical skills to ensure effective, tailored teaching methods for older adults. Full article