Search Results (585)

Education systems worldwide face a growing pressure to align with Sustainable Development Goal 4.7 by embedding Education for Sustainable Development (ESD) into school life. This study examines how primary school headteachers in Cyprus interpret and enact sustainable leadership to advance ESD within a small, highly centralised system. Drawing on sustainable and distributed leadership theories and a whole-school lens, the study employed semi-structured interviews with ten headteachers from diverse regions (urban, rural, and semi-rural). Reflective thematic analysis identified four patterns: (1) leaders sought a strategic integration of ESD into planning and culture; (2) empowerment and participation were pursued through teacher working groups, student eco-councils, and community partnerships; (3) systemic constraints, a rigid curriculum, limited autonomy, and scarce professional development produced a policy–practice gap; and (4) leaders relied on adaptive, collaborative micro-practices to sustain momentum. The findings suggest that, in Cyprus, sustainable leadership operates as a values-based stewardship enacted through ‘quiet activism’. The study highlights implications for leadership development, such as reflexivity, systems thinking, and ethical reasoning, as well as policy design, such as time, autonomy, and structured support for whole-school ESD, in small-state contexts. Full article

In the face of increasing global temperatures, this study aims to explore ventilation strategies that could provide passive cooling to mitigate overheating in studied low-energy school buildings, in particular those that use ventilative cooling. This study utilises building modelling calibrated with field data to tackle the challenge of maintaining indoor thermal comfort and cognitive performance levels during increasingly warm seasons. The calibrated building model is used to evaluate the vulnerability of classrooms, identifying and addressing risks based on standardised overheating and resilience criteria. Two primary school classrooms were simulated in three main cities across Ireland to assess the possibility of natural ventilative cooling for maintaining indoor thermal conditions without sacrificing energy efficiency. The study highlights the critical need to enhance natural ventilation strategies to protect against projected future overheating, with peak indoor temperatures reaching 29 °C to 31 °C during May, June, and September. Implementing a maximum natural ventilation strategy during occupied times, with a 9.6% opening-to-floor area ratio, can reduce peak indoor temperatures by up to 2.5 °C. Findings show Irish classrooms in low-energy buildings equipped with hybrid ventilative cooling can act as potential climate shelters during July and August under extreme weather conditions, underlining their capacity to provide a comfortable environment for vulnerable people during heatwaves and reduce overheating risk by 42–48% compared to natural ventilation. Additionally, projections show that cognitive performance loss in students may rise to 23% by 2071 due to raised indoor temperatures; however, this can be reduced to below 10% in 2021 and 2041 with maximum natural ventilation. The novelty of this work lies in its systematic evaluation of ventilative cooling resilience under future climate scenarios across multiple Irish city contexts, providing a robust evidence base for designing climate-resilient, energy-efficient learning environments. Full article

Integrating people with hearing disabilities into schools is one of the biggest problems that Latin American societies face. Mexican Sign Language (MSL) is the main language and culture of the deaf community in Mexico. However, its use in formal education is still limited by structural inequalities, a lack of qualified interpreters, and a lack of technology that can support personalized instruction. This study outlines the conceptualization and development of a mobile application designed as an adaptive assistive technology for learning MSL, utilizing a combination of computer vision techniques, deep learning algorithms, and personalized pedagogical interaction. The suggested system uses convolutional neural networks (CNNs) and pose-estimation models to recognize hand gestures in real time with 95.7% accuracy. It then gives the learner instant feedback by changing the difficulty level. A dynamic learning engine automatically changes the level of difficulty based on how well the learner is doing, which helps them learn signs and phrases over time. The Scrum agile methodology was used during the development process. This meant that educators, linguists, and members of the deaf community all worked together to design the product. Early tests show that sign recognition accuracy and indicators of user engagement and motivation show favorable performance and are at appropriate levels. This proposal aims to enhance inclusive digital ecosystems and foster linguistic equity in Mexican education through scalable, mobile, and culturally relevant technologies, in addition to its technical contributions. Full article

This paper focuses on an empirical analysis of the relationship between investing and saving, taking into account various economic regions. The economic aggregates are selected following the International Monetary Fund (IMF) standard classification. The investigation is developed within the theoretical frameworks proposed by the debate between the mainstream neoclassical school of thought and the post-Keynesian school. Our approach differs from other empirical works on the subject in that we apply innovative Granger non-causality panel tests to four datasets covering a wide range of countries over the period 1980 to 2024. This is the very first time these advanced panel tests have been applied to such data. The information is valuable for defining macroeconomic policy and supporting potential credibility of one theory over another in the debate. Our empirical results are coherent with the post-Keynesian interpretation of the relationship between the variables when applied to an international context in which trade and capital movements are liberalized. Full article

This mixed-methods study examines the digital competence of primary school teachers in Greece and Cyprus working in multilingual and multicultural mainstream classrooms. In response to the increasing diversity in European education, it explores how teachers perceive and implement digital competence to support inclusive and quality education. Using the DigCompEdu framework and an extended TPACK model, data were collected from 146 in-service teachers through a structured questionnaire. Cluster analysis revealed three distinct competence profiles-high, moderate, and low-while Kruskal–Wallis tests confirmed significant differences among them. Thematic analysis of open-ended responses, supported by Pearson correlation analysis, highlighted how teachers’ beliefs, infrastructural conditions, and pedagogical practices intersect. Highly competent teachers reported the use of inclusive digital strategies yet pointed to systemic barriers such as limited training and poor infrastructure. Less confident teachers expressed foundational challenges and dependence on external support. Across all profiles, contextual factors—school resources, time, student digital readiness, and access to professional development—were key. The study concludes that digital competence is not merely technical but deeply context-sensitive and pedagogical. It calls for differentiated, equity-oriented professional learning pathways aligned with Sustainable Development Goals 4 and 10, contributing to inclusive education and education for sustainability in linguistically diverse classrooms. Full article

Background: Neck and shoulder pain are prevalent occupational health issues among school teachers globally, impacting work performance and quality of life. This study aimed to assess the prevalence and factors associated with neck and shoulder pain among school teachers in Oman. Methods: A cross-sectional study using chi-square and logistic regression analyses was conducted in March–April 2025 among 419 full-time school teachers in three Omani governorates. A structured questionnaire was used to collect data on socio-demographic, behavioral, physical, psychosocial, and health-related factors. Results: A high prevalence of neck and shoulder pain among participants was observed, with 98.3% reporting pain in the past 12 months. Chronic pain lasting over a year was reported by 59.7%, with 37.0% experiencing severe pain. Psychological job demands were high, with 62.8% reporting high levels of stress. Conclusions: The study did not find significant associations with physical risk factors, but highlighted the importance of broader determinants such as low physical activity, obesity, and lack of supervisory support in relation to chronic neck and shoulder pain among teachers. Full article

The “International Classification of Functioning, Disability and Health (ICF)” frames disability as an interaction between individual functioning and contextual factors, promoting participation over deficit-based models. In Portugal, the ICF was mandatory for eligibility decisions between 2008 and 2018 and remains a conceptual reference in inclusive education. However, little is known about teachers’ attitudes toward its use. This study explored Portuguese teachers’ attitudes toward (a) inclusion of students with “special educational needs (SEN)” and (b) the ICF as a framework for educational planning. A cross-sectional online survey was conducted with 417 public-school teachers working across all levels of compulsory education, from pre-school to secondary education. The questionnaire assessed six indicators of inclusion attitudes and a validated 27-item ICF Attitudes Scale. Data were analyzed using descriptive and correlational procedures. Teachers expressed strong support for participation in school life and selective academic integration, while rejecting full-time placement for all SEN students. Attitudes toward the ICF were generally positive, highlighting its perceived usefulness for planning and identifying barriers. Professional background variables showed only weak associations with these attitudes. Teachers value inclusive participation and recognize the ICF’s potential, but practical implementation depends on time, resources, and collaboration. Findings underscore the need for practice-based professional development to strengthen inclusive education. Full article

Climate change education (CCE) is increasingly recognized as a key lever for responding to the climate crisis, yet its implementation in schools often remains fragmented and weakly transformative. This review synthesizes international research on CCE in secondary education, focusing on four interconnected domains: students’ social representations of climate change (SRCC), curricular frameworks, teaching practices and teacher professional development, and emerging pathways towards transformative, justice-oriented CCE. A narrative review of empirical and theoretical studies reveals that students’ SRCC are generally superficial, fragmented and marked by persistent misconceptions, psychological distance and low perceived agency. Curricular frameworks tend to locate climate change mainly within natural sciences, reproduce deficit-based and behaviorist models and leave social, political and ethical dimensions underdeveloped. Teaching practices remain predominantly transmissive and science-centered, while teachers report limited training, time and institutional support, especially for addressing the affective domain and working transdisciplinarily. At the same time, the literature highlights promising directions: calls for an “emergency curriculum” and deeper curricular environmentalization, the potential of socio-scientific issues and complexity-based approaches, narrative and arts-based strategies, school gardens and community projects, and growing attention to emotions, hope and climate justice. Drawing on a narrative and integrative review of empirical and theoretical studies, the article identifies recurrent patterns and gaps in current CCE research and outlines priorities for future inquiry. The review argues that bridging the knowledge–action gap in schools requires aligning curriculum, pedagogy and teacher learning around four key principles—climate justice, collective agency, affective engagement and global perspectives—and outlines implications for policy, practice and research to support more transformative and socially just CCE. Full article

The TV series Architecture School depicts entanglements between design (education), urban development, and the complexities of everyday life through its presentation of students in a program of “public-interest” design–build education (wherein students plan and construct homes for low-income families in post-Hurricane Katrina New Orleans). The series offers a nuanced presentation of the situated difficulties of critical design thinking in the context of creating contemporary homes: starting from the initial stages of sketching and model making, through construction, and finally to managing the occupation of the homes by persons who are typically underserved by contemporary architecture. We provide an analysis of the series through outlining how the show presents its participants (student designer-builders, non-profit housing administrators, potential homeowners). We focus on discussing instances of talk on the TV series to illustrate some of the specific concerns and contexts of these participants. Our aim is to explore Architecture School as a relevant case study in designing and building that reflects a dilemma underpinning much contemporary, urban, and public-interest design: how can socially and economically marginalized individuals acquire innovative, well-designed homes when structural conditions of government policies, financial protocols, and administrative complexity offer sustained constraint? We detail how the series depicts the students, administrators, and potential occupants to consider how stereotypes of architects, bureaucrats, and the working poor are reinforced or challenged. Accordingly, we argue that Architecture School is a cultural text that remains timely and important today for its presentation and critique of both the inside world of design’s aims to design and build for others and also the outside-world challenges that limit design’s capacities to create inclusive and equitable material conditions. Full article

Compulsory education is a foundation for equitable development, yet many children in urban slums remain excluded. In Dhaka, Bangladesh, this exclusion challenges the assumption that cities naturally provide better educational opportunities. This study aimed to identify the social and economic factors influencing access to compulsory education among slum households. A mixed-methods design was applied using multistage sampling. Quantitative data were collected through surveys of 410 households across four large slums in Dhaka, and qualitative insights were drawn from 15 household interviews. Statistical tests, including Chi-square and one-way ANOVA, were used to examine associations between school dropout and socioeconomic variables. The results indicate that both social and economic conditions affect school dropout rates. Social influences include early marriage, child labor, drug use, low parental education, and household responsibilities that reduce time for schooling. Economic barriers include low family income, schooling costs, and dependence on child earnings. These constraints reduce the real opportunities children have to remain in school, which helps explain why exclusion continues despite compulsory education policies. Coordinated policy action is needed, including simplified school admission procedures, expanded mobile documentation services, and conditional stipends to offset incidental schooling costs. Adult literacy initiatives, stronger enforcement of child marriage and child labor laws, and practical training for school staff to work with slum communities are also important. These measures would support more consistent access to compulsory education for children living in Dhaka’s slums. Full article

Classroom acoustics and noise exposure significantly impact students’ emotional, cognitive, and academic well-being. This study investigates how classroom noise and acoustics affect auditory and cognitive performance among 131 children in three primary schools in northeast Italy. Student performance was assessed using standardised tests evaluating working memory, verbal short and long-term memory, and visuospatial memory. Children were tested under two distinct acoustic conditions: ambient classroom noise and artificially induced noise (comprising a sequence of typical internal and external classroom sounds, intelligible speech, and unintelligible conversations). Prior to testing, hearing threshold was assessed, in order to reveal any existing impairments. Following each experimental session, children rated their perceived effort and fatigue in completing the tests. Acoustic characterisation of empty classrooms was performed using Reverberation Time (T₂₀), Clarity (C₅₀), and Speech Transmission Index (STI), while noise level was measured during all testing phases. Regression analysis was employed to correlate noise levels and reverberation times with class-average performance and perception scores. Results indicate that noise significantly impaired both verbal working memory and visual attention, increasing perceived effort and fatigue. Notably, both ambient and induced noise conditions exhibited comparable adverse effects on attentional and memory task performance. These findings underscore the critical importance of acoustic design in educational environments and provide empirical support for developing classroom acoustic standards. Full article

Background and Objectives: Increased and unstructured digital exposure has raised growing concerns about its potential impact on children’s cognitive and behavioral development. Executive functions (EFs)—encompassing attention, working memory, inhibition, and cognitive flexibility—are particularly sensitive to environmental influences during development. Beyond its empirical aim, this study also sought to address a theoretical gap by clarifying how multiple dimensions of digital exposure (quantity, content quality, and sleep-related timing) jointly relate to EF performance, an area insufficiently integrated into current EF frameworks. This study aimed to examine the quantitative and qualitative dimensions of digital exposure in relation to sleep duration and EF performance among Romanian school-aged children and adolescents. Materials and Methods: A cross-sectional study was conducted among 142 students aged 5–19 years, using standardized cognitive tasks and structured parent questionnaires to assess screen time, digital content type, and sleep duration. Analyses included correlational tests, group comparisons, regression models, and moderation procedures. Results: Higher daily screen time was associated with poorer attention and working-memory performance and shorter nocturnal sleep. Children and adolescents who exceeded the recommended daily screen-time limits performed worse on executive-function measures than those within recommended limits. Digital content type and sleep duration each contributed uniquely to executive performance, and recreational digital content as well as younger age intensified the negative effects of screen exposure. Conclusions: Excessive daily screen time, especially involving passive or recreational content, is associated with poorer EF performance and shorter sleep in children. Adequate sleep and educational or interactive digital engagement may mitigate these effects. The findings underscore the importance of age-appropriate, structured, and balanced digital habits to support healthy cognitive development. Full article

Multimodal perception for student-state monitoring is difficult to deploy in rural classrooms because sensors are noisy and computing resources are highly constrained. This work targets these challenges by enabling noise-resilient, multimodal, real-time student-state recognition on low-cost edge devices. We propose LightEdu-Net, a sensor-noise-adaptive Transformer-based multimodal network that integrates visual, physiological, and environmental signals in a unified lightweight architecture. The model incorporates three key components: a sensor noise adaptive module (SNAM) to suppress degraded sensor inputs, a cross-modal attention fusion module (CMAF) to capture complementary temporal dependencies across modalities, and an edge-aware knowledge distillation module (EAKD) to transfer knowledge from high-capacity teachers to an embedded-friendly student network. We construct a multimodal behavioral dataset from several rural schools and formulate student-state recognition as a multimodal classification task with explicit evaluation of noise robustness and edge deployability. Experiments show that LightEdu-Net achieves 92.4% accuracy with an F1-score of 91.4%, outperforming representative lightweight CNN and Transformer baselines. Under a noise level of 0.3, accuracy drops by only 1.1%, indicating strong robustness to sensor degradation. Deployment experiments further show that the model operates in real time on Jetson Nano with a latency of 42.8 ms (23.4 FPS) and maintains stable high accuracy on Raspberry Pi 4B and Intel NUC platforms. Beyond technical performance, the proposed system provides a low-cost and quantifiable mechanism for capturing fine-grained learning process indicators, offering new data support for educational economics studies on instructional efficiency and resource allocation in underdeveloped regions. Full article

An overview of seasonal variations in glycaemic patterns in children and young adults with type 1 diabetes has been addressed in a previous work, which paved the way for an in-depth study involving not only traditional Multiple Dose Injection (MDI) therapy, but also a comparative analysis with the use of Advanced Hybrid Closed-Loop (AHCL) insulin pumps. The widespread use of Flash Glucose Monitoring (FGM) and Continuous Glucose Monitoring (CGM) systems, as well as dedicated platforms for synchronizing and storing CGM reports, has facilitated an efficient approach to analyzing glycaemic patterns. The effect of environmental parameters on glycemic trends undoubtedly has a clinical relevance, which however can be appropriately managed by knowing the responses in patients treated with different therapeutic approaches. In this sense, it is possible to evaluate how the glycemic trend in diabetic patients, in relation to external temperatures, responds differently to therapies. In this work, the response, in terms of glucose level, in diabetic patients was analyzed, according to the different therapeutic approaches and in relation to variations in external temperature. For the same period of the previous work (one year: Autumn 2022–Summer 2023), seasonal variations in CGM metrics (i.e., Time In Range—TIR, Time Above Range—TAR, Time Below Range—TBR and Coefficient of Variation—CV) were analyzed. The results show a better metabolic control, linked to the effect of the algorithm on the trend of glycaemia. However, the analysis focused on the heatwave of July 2023 highlights the role of extreme temperatures as a stress factor in the insulin pumps performance. A further focus was carried out on the comparison of glycaemic patterns during the school and non-school period for all patients until 21 years old. Results suggest that during the school period, glycaemic patterns, in patients treated with MDI, show a greater onset of hyperglycaemia. From all that has emerged, it appears clear that structured education on diabetes self-management for patients and their families is fundamental and must take into account multiple factors (type of therapy, daily activities, atmospheric temperature) in order to keep their effects under control. Full article

Out-of-school time (OST) STEM programs are well-positioned to strengthen family engagement, yet practical, theory-aligned tools remain limited. This early-stage mixed-methods study tests parent/caregiver (P/C) and staff (S) surveys based on Clover for Families developmental theory expressed through the CARE framework: Connect (welcoming climate, clear communication), Act (hands-on participation, at-home supports), Reflect (shared meaning-making, feedback), and Empower (family voice, decision-making). Nine OST STEM programs (eight U.S. states) co-designed/piloted CARE plans, activities, and surveys over six months. Quantitative data included baseline experiences (CARE practice frequency; n = 67 P/C, 42 S across nine programs), program-end reflection (retrospective perceptions of change; n = 26 P/C, 29 S), and forced-ranking (most/least important domains; n = 67 P/C, 42 S). Qualitative data from meetings, open responses, and interviews were analyzed to contextualize quantitative findings, which included strong internal consistency (P/C α = 0.83–0.95; S α = 0.77–0.95) and large retrospective gains in both groups across domains. Forced-ranking elevated Connect and Act over Reflect and Empower, highlighting a need to scaffold family involvement. Staff described CARE as useful and actionable. Findings show that CARE supports measurement and continuous improvement of STEM family engagement. Future work should test large-sample validity, link results to observed practice and youth outcomes, and refine Empowerment-related items for everyday agency. Full article