Search Results (977)

This study explores the implementation of gamification as an instructional strategy to support the learning of whole numbers in a rural Colombian school with limited technological resources. The intervention involved 23 sixth-grade students who participated in a Genially based digital escape room titled “Agent 00+7.” The activity was structured around five missions designed to foster motivation, collaboration, and active participation. A survey instrument encompassing five dimensions—motivation, role performance, task completion, learning/interaction, and gro integration—was administered across all missions, producing 180 valid responses. The instrument demonstrated strong internal consistency (Cronbach’s α = 0.872). Data were analyzed using one-way ANOVA, revealing significant mission-level variations in students’ perceived motivation, role performance, task completion, and integration, while learning/interaction remained stable. These outcomes suggest that gamified digital environments may shape students’ perceptions of engagement and teamwork, even in resource-constrained settings. Although the results are exploratory and descriptive, given the absence of a control group or pre–post comparison, they provide preliminary evidence of the feasibility and pedagogical promise of gamification in rural educational contexts, contributing to the advancement of Sustainable Development Goals (SDGs) 4, 9, and 10. Full article

This study explores how higher mathematics education can be reoriented towards greater sustainability, thereby better preparing students to meet the challenges of the future and supporting their sustainable employability. An interpretative phenomenological analysis was conducted to explore the lived experiences of university mathematics teachers (N = 6) integrating sustainability principles into their teaching practice. Data were collected through interviews, which revealed five thematic areas: responsibility for contributing to a sustainable future, pedagogical contradictions, ways of promoting sustainability, finding community and transdisciplinarity. These themes formed the basis of strategic principles including multi-level integration, methodological and content support, professional community development and transdisciplinarity embedded in a non-linear, cyclical implementation model. Results show that effective integration requires a combination of individual motivation with systemic institutional support, access to structured resources, and collaboration across institutions and disciplines. The proposed framework not only aligns mathematics education with the Sustainable Development Goals (SDGs) but also enhances students’ ability to apply mathematical tools to solve complex real-world problems, contributing to their long-term professional sustainability and adaptation to different educational contexts. Full article

This study investigates the pedagogical potential of artificial intelligence (AI)-supported multimodal writing instruction to foster both English language proficiency and sustainability awareness among middle school learners. Adopting a qualitative case study design, this research was conducted over an eight-week period in a public middle school in northern Turkey. A total of 42 seventh-grade students participated in weekly English writing sessions that incorporated AI tools as well as multimodal materials including infographics, videos, and observation logs. The instructional design was grounded in Task-Based Language Teaching (TBLT) principles and included topics aligned with the United Nations Sustainable Development Goals (SDGs). Data were collected through pre- and post-intervention written reflections and classroom observations and analyzed thematically using MAXQDA 2020. The findings revealed three key developmental shifts: (1) stronger learner engagement and intrinsic motivation in writing tasks, (2) more strategic and reflective use of AI tools across the writing process, and (3) enhanced global and ecological awareness expressed through student writing. The findings hold implications for curriculum designers, language educators, and policymakers seeking to align language education with the broader goals of sustainable development and 21st-century skill formation. Full article

Integrating social and emotional learning (SEL) into academic instruction may improve well-being and achievement. In mathematics—where anxiety and negative attitudes often hinder learning—SEL may be especially useful. This multiple case study examined how a math curriculum that explicitly embeds SEL principles shapes learning environments and teacher/student experiences. Using a multiple case study design, we conducted classroom observations, teacher interviews, and check-ins in six Grade 5–7 classrooms implementing JUMP Math, a program that centers social–emotional well-being. Three themes characterized the SEL-integrated environment: (1) Teaching Energy—steady pacing, enthusiastic delivery, and humor; (2) Learning Harmony—progressing together, peer help, and the normalization of mistakes; and (3) Emotional Stability—supportive feedback, invitations to participate, and respectful, responsive interactions. Teachers reported greater confidence and reduced math anxiety; students showed higher engagement, cooperation, and resilience in problem-solving. Findings indicate that math curricula intentionally designed with SEL can create emotionally supportive classrooms that benefit both teachers and students, while advancing academic goals. The findings contribute to understanding how academic instruction can be leveraged to develop social and emotional competence while maintaining focus on academic achievement. Full article

This study examines the potential of the AI chatbot ChatGPT-4o to support human-centered tasks such as qualitative research analysis. It focuses on a case study involving an initial university teaching training program at the Universidad Politécnica de Madrid (UPM), evaluated through student feedback. The findings indicate that ChatGPT can assist in the qualitative analysis of student assessments by identifying specific issues and suggesting possible solutions. However, expert oversight remains necessary as the tool lacks a full contextual understanding of the actions evaluated. The study concludes that AI systems like ChatGPT offer powerful means to complement complex human-centered tasks and anticipates their growing role in the evaluation of formative programs. By examining ChatGPT’s performance in this context, the study lays the groundwork for prototyping a customized automated system built on the insights gained here, capable of assessing program outcomes and supporting iterative improvements throughout each module, with the ultimate goal of enhancing the quality of the training program Full article

Education is pivotal in shaping a future geared toward climate neutrality and cultivating agents of change capable of addressing sustainability challenges. Educators’ understanding of food sustainability influences how effectively it is integrated into educational programs. This study examined the knowledge and understanding of food sustainability among nutrition and agri-food educators in Europe as part of a joint European-funded project (2023-1-IE01-KA220-VET-00156916: Train to Sustain). After ethical approval, a survey was distributed to educators in Ireland, Slovenia, Poland, and Italy. Data were analysed using qualitative and quantitative methods. Of the 123 educators who participated, 81% agreed they fully understood “food sustainability,” and 97% believed it is important to include it in education, yet only 62% reported that it was currently taught in their programs. This reveals a gap between perceived importance and implementation. The data also offered insights into how educators understand food sustainability across environmental, economic, social, cultural, and food security dimensions and how these are incorporated into teaching and awareness raising. Three themes were identified: (1) understanding sustainable food systems, (2) sustainable resource management, and (3) educating for food security and resilience. Participants emphasised environmentally friendly food practices, often linked to zero waste goals. The qualitative findings underscored the importance of societal access to healthy food, focusing on food security. However, references to economic and cultural aspects of sustainability were limited, suggesting a potential gap in educators’ understanding. This study highlights the need for educators to possess comprehensive knowledge of food sustainability to advance education and address climate and sustainability challenges. Full article

Creativity is widely recognized as one of the most important, key competencies supporting the achievement of sustainable development goals. Our paper presents the results of research on the declared level of creativity competence of students at universities located in Kraków (Southern Poland) preparing for the teaching profession. The survey, based on an original questionnaire (49 questions, 7 sections), covered 406 people. The scale was based on an analysis of self-perception of creativity competence among pre-service teachers. Analysis of the results showed that 12.8% of respondents had a high level of creativity, 56.4% had an average level, and 30.8% had a low level. No significant correlations were found between the level of creative competence and gender or age, while place of origin showed a slight tendency to differentiate. Students most often declared reflectiveness, openness to learning, and independence in problem solving, while less often confidence in predicting the effects of their own actions and resistance to routine. The results indicate the significant, albeit partially untapped, creative potential of future teachers. They also emphasize the need to introduce activities in teacher education that strengthen self-confidence, flexibility, and perseverance—qualities necessary to support innovation in education that promotes sustainable development. Full article

This study proposes a novel curriculum framework for Smart Breeding 4.0 to address the interdisciplinary talent gap in sustainable agriculture. Responding to the limitations of traditional agricultural education, the curriculum was developed through an analysis of emerging technological trends and industry needs. It is structured around four integrated modules: (1) Foundational Theory, tracing the evolution to data-driven breeding; (2) Technology Integration, combining AI and blockchain for precision breeding; (3) Practical Innovation, using real-world platforms for simulation projects; (4) Ethics and Policy, cultivating responsibility through case studies. Teaching emphasizes project-based learning with open-source tools, while assessment combines exams, data analysis, and innovation proposals. Explicitly aligned with key UN Sustainable Development Goals (SDGs), this conceptual framework provides a foundational model for agricultural universities worldwide. The primary contribution of this paper lies in its systematic design; future research will focus on empirical validation through pilot implementation. Full article

This paper presents a structured strategy for integrating the Sustainable Development Goals (SDGs) into university courses by linking them to competencies and learning outcomes. The proposed methodology, based on fuzzy logic, evaluates the degree of alignment between teaching activities and selected SDGs through matrices that connect competencies with assessment activities and expected learning outcomes, improving the gap regarding the inclusion of the SDGs and their articulation in terms of competencies. The approach was applied to two subjects from the Master’s Degree in Renewable Energy and Energy Efficiency at the Distance University of Madrid: “Electricity Market” and “Wind Energy”. In both cases, the learning outcomes were redesigned, and the activities were adjusted to ensure meaningful incorporation of sustainability principles into the curriculum. The method enables quantification of each activity’s contribution to the SDGs and supports a critical review of curriculum design to ensure coherent integration. The results indicate that project-based activities show the highest alignment with the SDGs, particularly with Goals 7, and 12, which achieve an average rating of 0.7 (high). The developed tool provides a practical and replicable solution for sustainability-oriented curriculum planning and can be adapted to other disciplines and educational programs. Full article

The transition toward sustainable production requires engineering and science education to adopt active, interdisciplinary, and practice-oriented teaching strategies. This article presents a comparative analysis of two educational initiatives implemented in Panama aimed at fostering sustainability competencies at the university and secondary school levels. The first initiative, developed at the Technological University of Panama, integrates project-based learning and circular economy principles into an extracurricular module focused on production planning, sustainable design, and quality management. Students created prototypes using recycled HDPE and additive manufacturing technologies within a simulated startup environment. The second initiative, carried out in two public secondary schools, applied project- and challenge-based learning through the Design Thinking framework, supporting teachers and students in addressing real-world sustainability challenges. Both programs emphasize hands-on learning, creativity, and iterative development, embedding environmental awareness and innovation in both formal and informal educational settings. The article identifies key opportunities and challenges in implementing active methodologies for sustainability education. Challenges such as limited infrastructure and rigid schedules were identified, along with lessons learned for future implementation. Students connected local issues to global goals like the SDGs and saw themselves as agents of change. These initiatives offer practical models for advancing sustainability education through innovation and interdisciplinary collaboration. Full article

The research investigated how science education through integrated sustainability practices helps primary school students develop environmental identity while studying sustainability practices in their daily schoolwork. The research investigated methods to incorporate sustainability principles into regular school operations, which would lead students toward environmentally responsible conduct. The research used qualitative methods to achieve its goals. The research team conducted 60 sessions of semi-structured interviews and school observations in private schools located in Riyadh and Al-Ahsa regions of Saudi Arabia. The Grounded Theory method enabled researchers to generate concepts that directly stem from the collected data. The research results demonstrated that schools need to implement sustainability practices to teach students about nature-human connections and develop environmental values and sustainable practices and improve daily environmental practices and establish sustainable practices as school examples. The study demonstrated that students developed stronger environmental identity through daily school activities that incorporated sustainability education. Furthermore, students’ environmental behaviors improved through participation in activities such as waste sorting and tree planting. Based on these findings, the study recommends strengthening the role of science education in promoting sustainability through practical activities, training teachers in integrative environmental education strategies, developing curricula that emphasize sustainable practices, and involving parents in raising environmental awareness within the school community. Full article

This article examines the legal and practical dimensions of religious education (RE) in Austria with a particular focus on interreligious education as an emerging pedagogical and societal response to increasing religious and cultural diversity. It begins by situating the discussion within Austria’s historical and constitutional framework, in which RE is governed as a res mixta—a joint responsibility shared between the state and legally recognized churches and religious societies (CRSs). The analysis highlights how this model of power-sharing is enshrined in both constitutional and ordinary legislation, granting CRSs extensive autonomy in the organization, content, and supervision of denominational RE. Despite the absence of explicit legal provisions for interreligious education, the article demonstrates that interreligious teaching practices can be implemented through cooperative arrangements between CRSs, particularly when aligned with national educational goals and international commitments to tolerance, religious freedom, and other human rights. It further analyses curricular references to interreligiosity across various denominational RE programs and discusses the institutional potential for integrating interreligious competencies into teacher training and school practice. Drawing on the example of the project Integration through Interreligious Education at the University Graz, a cooperative initiative between the Catholic Church and the Islamic Religious Society in Austria (IGGÖ) from 2017 to 2023, the article outlines how interreligious education was legally contextualized and contractually formalized. The article concludes that interreligious education, though legally unregulated, is both feasible and desirable within Austria’s current legal and educational framework. It calls for greater normative clarity and policy support to ensure the sustainability and broader implementation of such models, which foster mutual understanding and peaceful coexistence in a pluralistic society. Full article

The integration of multimedia technologies is transforming teaching and learning in higher education, offering innovative ways to improve student engagement and learning outcomes. Although numerous studies investigate the impact of multimedia, there is still a clear need for a synthesis that brings together the latest evidence from a variety of disciplines and contexts. To address this need, this systematic review aims to summarize the empirical evidence and provide a clearer understanding of how multimedia is applied in higher education, to outline how educators can effectively design and the implications for curriculum design. This article focuses on three key research questions: (1) How does the integration of multimedia in higher education classrooms influence student engagement and learning outcomes? (2) How does the use of multimedia affect the development of specific skills? (3) What are the challenges and opportunities to integrate multimedia technologies into higher education? Relevant studies were systematically retrieved and screened from major academic databases, including ScienceDirect, Web of Science, IEEE Xplore, Wiley Online Library, Springer, Taylor & Francis, and Google Scholar. In total, 48 studies were selected from these sources for detailed analysis. The findings showed that multimedia tools enhance student engagement, motivation, and performance when integrated with clear pedagogical strategies. In addition, multimedia helps to develop skills such as creativity, digital literacy, and independent learning. However, challenges such as technical limitations, uneven infrastructure, and the need for ongoing teacher training remain significant difficulties in fully exploiting the benefits in higher education. Addressing these challenges requires coordinated institutional support, investment in professional development, and careful alignment of multimedia tools with pedagogical goals. Full article

Cultural heritage education promotes sustainability by fostering children’s emerging identity with local heritage and internalizing shared cultural values. In early childhood settings, these formative processes are shaped by preschool educators’ perceptions and attitudes toward cultural heritage and its teaching. This study employs a structured questionnaire to investigate preschool teachers’ cultural heritage literacy and their views on cultural heritage education, gathering data from a convenience sample of 64 valid responses from 11 provinces. Results indicate that teachers generally possess a superficial understanding of local cultural heritage and demonstrate limited emotional engagement, which affects their perceptions of the relevance and value of cultural heritage for young children. They often lack awareness in selecting meaningful content, experience contradictory expectations, and hold low expectations for fostering cultural identity. Notably, difficulty interpreting heritage meanings is associated with lower expectations. Over half of the teachers report challenges in “goal setting and evaluation” and in finding “appropriate methods to achieve goals”. Targeted training to enhance cultural heritage literacy and strengthen goal setting is therefore a priority. Full article

Climate literacy is pivotal for preparing future leaders to address global climate challenges and build a sustainable future. Higher education institutions (HEIs) play a central role in embedding sustainability principles, particularly Sustainable Development Goal (SDG) 13 (Climate Action), into curricula to cultivate responsible leadership. This study examines the integration of SDG 13 within the business curriculum at Delta University (UAE), assessing undergraduate students’ perceptions of climate education and how teaching methods shape sustainability leadership. Using a mixed-methods approach—a closed-ended survey and Q-methodology—the research analyzes students’ awareness, engagement, and subjective perspectives on pedagogical strategies. The results reveal a disconnect between theoretical knowledge and students’ ability to apply these principles in real-world business contexts. While students acknowledged climate action’s importance and supported active learning pedagogies (e.g., case studies, simulations), skepticism persisted about SDG 13’s applicability to business operations. The findings highlight the need for curricular reforms, aligning curricula with national sustainability strategies (e.g., UAE Net Zero 2050) to bridge theory and practice. This research advocates for HEIs to prioritize climate competencies, ensuring that graduates can address environmental challenges through actionable frameworks. By transcending symbolic commitments, HEIs can empower students to lead regionally and globally, advancing sustainability education’s role in achieving equitable, low-carbon societies. Full article