Search Results (423)

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/Objectives: Missed Nursing Care is a global concern that affects nurses’ well-being and patients’ safety. Despite global recognition of Missed Nursing Care, there is limited synthesized evidence that determines its characteristics in a Middle Eastern context. The purpose of the study is to synthesize the existing evidence about the prevalence of Missed Nursing Care among nurses in hospitals, the types of care missed, and reasons for Missed Nursing Care in the Middle East. Methods: A systematic literature review is conducted by using a comprehensive search in CINAHL, Scopus, and ScienceDirect databases for studies published between 2020 and 2025 and utilizing the MISSCARE Survey. Results: 25 studies met the inclusion criteria. The reported prevalence of Missed Nursing Care ranged between 1.06 and 2.9 out of five, indicating a low to moderate level. Frequent missed care activities included ambulation, hygiene, mouth care, and patient teaching. Contributing factors were staffing shortages, heavy workload, resource limitations, and communication issues. Missed Nursing Care critically affected patients’ outcomes, reduced job satisfaction, and caused moral distress and a higher intent to leave the profession. Conclusions: Missed Nursing Care remains a significant, complex challenge in the Middle East. Therefore, understanding this phenomenon in the region is needed. Collaborative efforts among policymakers, administrators, and nursing leaders are essential to implement targeted interventions, supportive policies, and ongoing research to minimize Missed Nursing Care across the Middle East. Full article

Background/Objectives: Identifying consistent patterns across empathy domains can help clinicians understand how empathy relates to burnout, covert narcissism, and other personality traits, thereby enhancing the effectiveness of clinical training. We examined empathy and assessed whether burnout, covert narcissism, and other personality traits show consistent associations across empathy domains. Methods: This cross-sectional study included 213 medical residents from a teaching and public tertiary care facility in Mexico. The Jefferson Scale of Empathy, the Maslach Burnout Inventory, the Hypersensitive Narcissism Scale, and the Zuckerman–Kuhlman Personality Questionnaire were applied. Nonparametric partial correlations were calculated, controlling for sex, age, specialty, year of residency, and psychological well-being. Results: On a 7-point Likert scale, the mean scores for perspective-taking, compassionate care, and the ability to stand in the patient’s shoes were 6.0 ± 0.8, 6.0 ± 1.0, and 4.1 ± 1.2, respectively. Depersonalization was negatively correlated with all empathy domains: perspective-taking (Spearman’s ρ = −0.20, p = 0.04), compassionate care (Spearman’s ρ = −0.30, p < 0.0001), and the ability to stand in the patient’s shoes (Spearman’s ρ = −0.25, p < 0.0001). The associations between other components of burnout, covert narcissism, and the remaining personality traits varied according to the domain of empathy. Conclusions: Depersonalization showed consistent, albeit modest, negative associations with all empathy domains, whereas the remaining psychological factors showed domain-specific relationships. Differentiating between empathy domains is essential, as it allows medical educators and clinicians to tailor interventions to specific components rather than treating empathy as a unitary construct. Full article

Learning to teach represents a complex process of professional and personal transformation that involves constructing new professional identities, negotiating prior experiences, and engaging with the epistemologies of teaching. For both first- and second-career entrants, ITE is not only a pathway into employment but a significant phase of identity (re)formation and learning within the higher education context. Understanding the needs and challenges that pre-service teachers articulate during this phase therefore provides critical insight into how teacher education functions as a space of learning and belonging. Despite this, empirical research addressing this issue remains limited. Accordingly, the present study sought to address this gap by exploring the differences in the needs and challenges of first- and second-career pre-service teachers. Analysis of qualitative data collected from 123 Australian first- and second-career pre-service teachers revealed that both groups identified a strong need for more authentic, practice-based learning and sustained mentorship to bridge the persistent gap between theory and classroom practice. Despite shared concerns around behaviour management, assessment, and wellbeing, second-career entrants emphasised challenges related to transferring prior professional identities, navigating school cultures, and balancing study with family and financial responsibilities. These findings highlight the importance of differentiated, career-responsive approaches in initial teacher education that recognise diverse life experiences as central to professional learning and teacher identity formation. Full article

In today’s multicultural and interconnected societies, as schools and classrooms become more diverse, promoting inclusive attitudes and supportive learning environments is a central challenge for education systems. Present systematic review synthesizes evidence on the effectiveness of peer programs—including mentoring, tutoring, teaching, and peer support initiatives—in enhancing inclusivity within schools. A systematic search was conducted in Web of Science, Scopus, and ERIC for studies published between 2015 and 2024, following PRISMA 2020 guidelines. No review protocol was registered. Fifteen peer-reviewed articles were included based on criteria such as implementation in general education from grade 1 to grade 12 and a clear goal of improving community, social interactions, school climate, students’ attitudes, acceptance of differences, or overall inclusivity. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), with most studies meeting all criteria. Findings demonstrate that peer programs are generally associated with improvements in inclusive attitudes, empathy, and community engagement, contributing to improved school climate and student well-being, while also supporting academic goals. Future research should expand the geographic scope of peer program studies and incorporate longitudinal designs to better understand their sustained impact across diverse educational contexts. 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

Plant awareness, which refers to the ability to notice, value, and understand the importance of plants, has emerged as a significant research field, particularly considering the growing concerns about sustainability and biodiversity loss. Acknowledging the crucial role of plants in sustaining life on Earth and human well-being, several studies highlight the need for educational interventions that can meaningfully enhance plant awareness. In this context, the present study aims to design, implement, and evaluate a Teaching–Learning Sequence (TLS) with university students in a Pedagogical Department. The TLS was grounded in the principles of transformative learning, an educational approach focused not merely on the transmission of knowledge but on fostering deep, personal shifts in learners’ perceptions and attitudes. To assess its impact, the Plant Awareness Disparity Index (PAD-I) was used before and after the implementation, supported by systematic observations and focus group discussions. Results indicate that the TLS effectively enhanced specific dimensions of plant awareness, particularly relative interest between plants and animals and attitudes toward plants. These findings position transformative learning as a promising pedagogical framework for promoting plant awareness in higher education and pave the way for its future application in earlier educational levels. Full article

Eco-anxiety—emotional distress arising from awareness of environmental collapse—has become a critical dimension of social sustainability, linking mental well-being, professional functioning, institutional trust, and climate governance. This study investigates how higher education professionals (HEPs) experience and interpret eco-anxiety within their professional contexts, situating it as a lens on institutional legitimacy from the perspective of those who produce, teach, and steward climate knowledge. A cross-sectional mixed-methods survey of 556 HEPs was conducted across a month in 2023, combining an adapted climate anxiety scale with open-ended narratives. Quantitative analyses identified perceived governmental inadequacy as the strongest correlate of climate worry (β = 0.48, p < 0.001), accounting for 26% of the variance, whereas institutional inadequacy had a weaker effect. Qualitative findings revealed pervasive emotions of moral injury, solastalgia, and exhaustion when sustainability rhetoric outpaced genuine action, with many respondents describing governmental and institutional “betrayal.” Integrating Cognitive Appraisal Theory with concepts of moral legitimacy, the study conceptualises eco-anxiety as a relational and ethically grounded emotion reflecting the perceived misalignment between knowledge and governance. Addressing it requires transparent climate leadership, participatory governance, and organisational care infrastructures to sustain motivation and trust within universities. Eco-anxiety thus may function not only as a personal pathology but also as a psychosocial response that can illuminate HEPs’ perceptions of institutional misalignment with sustainability commitments, with implications for higher education’s contribution to the Sustainable Development Goals. Full article

It is widely recognized that outdoor and nature-based educational activities can significantly enhance pupils’ learning, increase environmental awareness and improve pupils’ well-being. At the same time, a growing body of literature supports that the extent to which outdoor learning is implemented depends largely on factors, such as the general institutional context of schools, social and geomorphological aspects and the teacher’s own motivation. The current study employs data collected from 507 primary, middle and high schools in Greece, using a structured questionnaire, and investigates the factors that prevent teachers from engaging in outdoor teaching activities in a green space, as well as those that encourage them to be involved in such educational learning approaches. The results identify institutional barriers, such as the demanding school curriculum, lack of financial resources, limited available time, and insufficient external support, as the main constraints preventing teachers from implementing outdoor activities in nature. On the other hand, it appears that altruistic and intrinsically driven factors, such as personal environmental interest, knowledge of the positive outcomes of environmental education, and a sense of social contribution, are the main factors promoting the adoption of outdoor green education approaches. Availability of green spaces and support by leadership also appear to promote teachers’ engagement in outdoor activities. The findings of the current study highlight the need for educational reforms, to include outdoor, nature-based learning in the school curriculum, provide training and financial support and enhance the confidence of teachers in outdoor, nature-based education. Addressing these barriers could enhance education’s role in fostering sustainable development and reconnecting pupils with nature. Full article

This article draws on research in a Norwegian municipality to examine the affective aspects of teaching gifted students and to explore how systemic and cultural norms surrounding gifted education in Norway may shape teachers’ perceptions and practices. Teacher well-being is a concern for educational quality and sustainability, yet in gifted education, it is often overlooked. Giftedness refers to a high ability to learn faster, more complex or in greater depth than same-age peers when adequately supported. In Norway, teachers face contradictory signals concerning teaching the gifted: definitional ambiguity, limited training, strong egalitarian norms that make giftedness a contested category, and, at the same time, a strong principle of inclusive adapted education for all. Those combined may lead to ethical tensions that challenge teachers’ professional integrity and well-being. Such conditions can reduce teachers’ handlingsrom, meaning their space (room) for professional agency, within institutional, cultural, and policy frameworks. To investigate how such pressures shape teacher’s well-being, this study synthesises findings from four interrelated sub-studies conducted within a single research project on gifted education. Using a meta-ethnographic approach, we translated and integrated insights from the sub-studies to develop higher-order constructs not visible in the individual analyses. The synthesis identified three key dynamics: conceptual ambiguity, ethical strain under cross-pressure, and buffers as recalibrators of demands and resources. Together, these insights informed the Cross-Pressure Model for Teacher Well-being (CP-Well Model) developed in this study, which positions teacher integrity at the centre of professional well-being. We argue that teacher well-being in gifted education may depend less on individual resilience and more on systemic, cultural, and policy conditions. Addressing these cross-pressures requires structural change, supportive leadership, and sustained professional development to enable teachers to work with integrity. Full article

Recycling education is important for promoting pro-environmental sustainable behavior, yet traditional approaches often lack engagement and impact, particularly among younger audiences. This study presents a digital, turn-based card strategy game designed to teach recycling principles and concepts through interactive city-building mechanics. Set in an augmented reality environment, the game challenges players to balance population growth, resource use, and waste management to maintain a high well-being score for their city. Players construct digital buildings (houses, recycling facilities, resource infrastructures), each influencing waste production, recycling efficiency, and overall well-being. The game integrates educational content with engaging decision-making, aiming to foster system thinking and eco-conscious behavior. Unlike prior AR approaches, this game focuses on digital interaction, leveraging immersive game-based learning. Usability and engagement were evaluated using the in-game version of the Game Experience Questionnaire (GEQ). Findings support that users responded positively to the prototype’s game experience, suggesting that the digital game is promising. The study contributes to the growing field of digital pro-environmental education, providing insights into how interactive gameplay can support environmental awareness and laying groundwork for future evaluation of its educational impact. Full article

Data literacy enables members of a school to evaluate the credibility of the information they encounter, meaningfully interpret the findings in context, and empower stakeholders to make data-based decisions that can promote student success. However, schools are often not equipped to readily interpret, critically appraise, and appropriately use data. This is particularly true for data from social and emotional learning assessments that measure non-academic skills and behaviors crucial to students’ well-being and success. This study illustrates the use of advise-and-design sessions, a sequence of focus groups that unpack, make sense of, and act on assessment data to inform and improve teaching and learning. A total of 37 educators and 11 adolescent students from 12 schools participated. Each was involved in 4–5 advise-and-design sessions during Spring 2024. The sessions were audio-recorded and then analyzed by thematic inductive coding. Key findings included data-driven introductory positioning, in-depth data review, and data-informed actions. An advise-and-design protocol is developed for use in schools. Implications for teaching and learning practices are also discussed. Full article

Burnout is a growing concern in the teaching profession, reflecting the inability to cope with persistent workplace stress and posing serious risks to teachers’ well-being and the sustainability of educational systems. It is characterised by diminished personal accomplishment, lack of fulfilment, and reduced productivity at work, usually expressed in three dimensions: emotional exhaustion, depersonalisation, and professional accomplishment. This study evaluated the relationship between burnout and workplace bullying among teachers in Portugal. Data were collected through an online questionnaire including sociodemographic information, the Maslach Burnout Inventory, and the Leymann Inventory of Psychological Terrorization scale (LIPT-60), with a final sample of 2003 teachers from preschool to higher education. Both instruments demonstrated excellent validity and reliability (KMO > 0.90; Cronbach’s α > 0.87). Most teachers presented a low risk of burnout (61.2%), while 36.9% were at moderate risk, with emotional exhaustion emerging as the most critical dimension (37.8% high levels). Statistically significant differences in burnout were found by gender, marital status, contractual relationship, working hours, and family separation. Workplace bullying correlated significantly with all burnout dimensions, with victims reporting higher emotional exhaustion and depersonalisation and lower professional accomplishment. These findings highlight the need for institutional strategies to reduce bullying and prevent teacher burnout, thereby promoting sustainable education systems. Full article

Background/Objectives: This study examined how maker-based physical education (PE) lessons, co-designed within a Professional Learning Community (PLC), expanded student participation and supported teacher professional growth. Focus was placed on engaging sport-marginalized students, often excluded due to ability, motivation, or social background. Methods: This qualitative single-case study examined a PE-focused professional learning community (PLC) that collaboratively designed maker-based PE lesson prototypes and partially implemented them in regular PE classes. Data included PLC documents, lesson plans, classroom observations, student work, and semi-structured teacher interviews, and were analyzed using inductive category analysis. Results: Three lesson types emerged: (1) physical data measurement and analysis, (2) performance feedback, and (3) play- and game-based formats. These diversified participation by promoting student roles beyond performers, such as creators and analysts. Sport-marginalized students took on new roles as creators and analysts and, at the same time, showed increased engagement in physical activities and more active participation in lessons as performers. Teachers shifted from skill-focused instruction to reflective, practice-based teaching. The PLC enabled sustained innovation and collective growth. Conclusions: Maker-based PE offers a low-cost, adaptable model for inclusive curriculum reform that promotes creativity, wellbeing, and participation. Future studies should explore its long-term impact, broader implementation, and strategies to support ongoing PLC-based innovation. Full article

Teaching is among the most fulfilling yet psychologically demanding professions. Expanding administrative responsibilities, technological adaptation, and increasingly diverse student needs have intensified workloads and contributed to widespread burnout and attrition. For arts educators, these pressures are compounded by the challenge of sustaining multiple professional identities as an educator, researcher, and artist (ERA) within institutional systems. Grounded in Structural Symbolic Interactionism and Social Identity Theory, this autoethnographic inquiry examines how integrating these identities within a portfolio career can enhance professional efficacy and personal well-being. Using reflective narrative analysis framed through the perspective of the educator–researcher–artist, this study emphasizes identity security as central to sustaining creativity, engagement, and career longevity. Findings suggest that balanced engagement across artistic, pedagogical, and scholarly domains mitigates identity fragmentation and reduces the risk of vocational burnout. The article concludes with a call for institutional frameworks that legitimize creative and research activity as integral to educational practice. Supporting such multidimensional engagement enables educators to maintain authenticity, motivation, and resilience in contemporary learning environments. Full article