Educ. Sci., Volume 14, Issue 5 (May 2024) – 103 articles

This multimethod study investigated an environmental recycling project in a Finnish kindergarten group, tailored for children aged 4 to 6, as part of early childhood environmental education for sustainable development. We aimed to identify the main drivers of sustainable lifestyles in the families of kindergarten children and evaluate the project’s effective practices. We utilized a qualitative approach using interviews with parents and feedback from teachers and employed the Following a Thread approach alongside inductive thematic analysis. The results highlight the crucial role of Finland’s socio-cultural context, including the emphasis on free play in natural settings and the encouragement of exploration under gentle guidance, in fostering sustainable behaviors among children. Additionally, the parents’ strong environmental sensitivity was manifested in their will to engage with their surrounding community to promote sustainability. The results underscore the importance of collaboration between parents and educators in promoting environmental awareness from an early age. The study advocates for policy changes to ensure that children and teachers have access to natural environments during day care, suggesting that integrating free play in nature with hands-on recycling activities can significantly contribute to sustainable education. Moreover, this topic should be further investigated in different living environments. Full article

We designed an interactive virtual reality (VR) application to provide a controlled and yet unpredictable environment for the development of classroom management skills. The simulated environment allows teachers in training to interact with virtual students in realistic and meaningful ways. The VR application allows rich verbal interaction by using artificial intelligence (AI). Initial findings suggest it is a successful proof of concept. In this paper, we focus on the technical implementation. Predictions on educational effectiveness and the educational challenges of pre-service teacher education are discussed. Future developments include rigorous testing and incorporating non-verbal communication based on a multi-dimensional interpersonal behavior model. Full article

In the context of world education digitalization, the Chinese government has formulated China’s education digitalization strategy. The education digitalization policy tools of provincial governments are an important factor affecting the effectiveness of education digitalization policies. In this study, a text quantification and content analysis is conducted on educational digital policy documents released by eight provinces of China during the 14th Five-Year Plan period in China. This is based on a two-dimensional analysis framework of “instruments-value” using instrument types and policy principles, and NVivo software. The research outcomes reveal the following: (1) The distribution of educational digital policy instrument types is uneven, with an excess of supply-side instruments and a noticeable shortage of demand-side instruments. (2) Different policy instruments exhibit varying degrees of preference in implementing policy principles. There is a stronger emphasis on technology application and balanced development, while the emphasis on service principles promoting diverse participation is relatively weaker. (3) The policy instruments that facilitate interaction between policymakers and educational entities require further strengthening. In light of these findings, local governments in China should strengthen the use of demand-side policy instruments to achieve comprehensiveness and sustainability in educational digitalization. Policymakers should pay more attention to the demands of educational entities to shift educational digitalization from being technology driven to being demand driven. Furthermore, policy instrument selection should adhere to the value of serving and supporting individuals and reinforce the concept of multi-participation in their development, ultimately improving the precision and coordination of policies, and achieving a harmonious integration of technological and value aspects of policy instruments. Full article

Pre-service biology teachers must apply Technological Pedagogical and Content Knowledge (TPACK) acquired at university in real classroom situations to utilize the instructional potential of digital technologies for teaching biology. So far, there is little evidence on how pre-service biology teachers translate TPACK into teaching practice. The present study addresses this gap by accompanying 42 pre-service biology teachers in planning, implementing, and reflecting on a biology lesson as part of their internship semester at school. Data were collected via written lesson plans, videotaped lesson observations, and stimulated-recall reflection interviews and evaluated by applying a sequential explanatory mixed-method design. The results indicate that pre-service biology teachers enact their TPACK by focusing on technology with the content of the subject receding into the background. In addition, pre-service biology teachers focus particularly on aspects that serve to structure the lesson, rather than on aspects of student activation. The use of emerging technologies in the classroom seems to lead to insecurity among pre-service biology teachers for various reasons, whereby surface characteristics and structuring lesson aspects are focused. Within the sample, we can distinguish between two types of TPACK enactment: the split-focus type separates between content and technology, whereas the novelty-focus type systematically links content and technology, utilizing the technology as a tool for subject teaching. Full article

Globally, education systems are faced with dual workforce crises: a shortage of teachers and a lack of affordable housing. Attracting and retaining teachers through improved renumeration, working conditions, and quality preparation have been central. However, initiatives to attract and retain teachers mean little if the workforce cannot find appropriate (quality and affordable) housing within commuting distance to their workplaces. The present study undertakes a scoping review of research on the intersection of housing and the school education workforce. Specifically, we examine the volume, variety, and characteristics of evidence through the question of ‘What empirical studies have been published on the relationship between housing and the school education workforce?’ Online databases were used to identify 23 studies published in 2000–2024 from Australia, China, England, Kenya, Malaysia, New Zealand, Tanzania, Uganda, the UK, and the USA. Publications drew on a range of methods and housing was rarely the focal unit of analysis. This study finds that beyond establishing unaffordability through salary and housing costs ratios, and the peripheral inclusion of housing issues in studies, there is insufficient published peer reviewed evidence available to purposefully inform and measure interventions. Greater interdisciplinarity is required in research to highlight the complexity of issues at the intersection of housing (availability, affordability, and distance from workplaces) and workforce distribution. More rigorous data should be collected to support robust reporting on the state of housing for the school education workforce to deliver the type of evidence necessary to develop targeted and tailored interventions to improve outcomes for the workforce and ultimately students. Full article

Students’ engagement is a fundamental challenge in large classrooms in higher education. In recent years, innovative technologies such as electronic learning and online polling platforms have made learning more engaging, effective, and interactive. By using these platforms, educators can create more inclusive and enriching learning environments. This paper presents a novel approach in which an online technology is employed to enhance students’ learning experience. In this approach, features of an online polling platform, i.e., Slido, are employed to enhance students’ engagement in an engineering module, i.e., ‘Mechanics of Solids’, which is recognised as a fundamentally challenging module with difficult subjects. This study investigates how the interactive features of such technologies, such as real-time polls, question and answer (Q&A) sessions, and quizzes, can provide a more active and practical learning environment by improving student engagement in the classroom. In total, six online polls were designed: one for ice-breaking, two on the topics of shear forces and bending moment, two on stresses, and one on deflection. Each poll was presented to the students, and they participated in them by scanning a QR code or typing the poll’s code online. The rate of students’ participation in polls is extensively discussed to show the effectiveness of the proposed method. The findings of this study show a significant increase in student participation in classroom activities compared to traditional methods. Student feedback also indicates a positive learning experience with the use of the proposed approach. It is shown that the proposed approach has the potential to transform the way engineering students engage with challenging subjects, leading to enhanced learning outcomes and a more positive learning experience. Full article

In the academic world, there are also gender inequalities, which are especially visible in certain masculinized STEM areas, such as physics and mathematics. An essential factor in correcting these inequalities is the involvement of men, who should act as “allies” in the university setting. Likewise, as the literature shows us, we must offer models with gender-incongruent roles to break down stereotypes and promote non-traditional behaviors. However, to date, these actions have been especially directed toward women, who generally do not hold power and therefore have less possibility of promoting change. For the first time, this work compiles, in a single document, important male physicists and mathematicians who acted as allies of women throughout history. These examples can be presented to provide male references in the teaching of physics and mathematics at university (and high school). With this initiative, we intend to contribute to incorporating the gender perspective in university teaching, since, in practice, university professors are unaware of references of alternative masculinities in the academic world. We hope that this article will be the seed to recover hidden male allies in these and other scientific fields. This can help break down stereotypes, and contrary to previous actions, this work is especially directed toward men. Full article

This study aims to elucidate how—and the underlying significance of their doing so—Korean vocational high school students decide to pursue university education rather than entering the workforce. Drawing on autoethnographic journals, the research employs a combination of Chang’s descriptive-realistic, confessional-emotive, and analytical-interpretive writing methods to convey personal experiences, including the background of students and their motivations for opting for university. As an autoethnographer, I have encountered the societal perceptions of Korean vocational high schools, issues with school curricula, and misunderstandings surrounding employment. Over time, I chronicled the documented process of choosing university education, and this has been facilitated by conversations with the homeroom teacher; I have endeavored to elucidate the sociocultural implications of each student’s experience through interpretive methods. This study’s findings are anticipated to enhance the understanding of the fundamentals of career education in the realm of secondary vocational education and to offer a valuable reference for vocational high school educators on how to guide their students effectively. Furthermore, it should provide educational perspectives and fresh insights for vocational educators and researchers worldwide, thereby facilitating enhancements in career education policies and systems for vocational students. Full article

What qualities and abilities are appropriate for a person who plans to become a doctor? To answer this question, it is meaningful to understand the opinions of the general public, since they are important stakeholders in the training of doctors. As part of a national door-to-door questionnaire survey, participants were asked about 16 qualities and abilities they considered suitable for becoming a doctor. Of the 1200 people interviewed, 1190 responded. The ratio of affirmative answers was the highest (92.2%) for the “Accurately judges situations” element, followed by “Cares about others’ feelings” (87.4%), “Understands the reality of medical care and welfare” (87.2%), and “Resistant to mental stress” (86.2%). “High academic ability”, which is currently the most important factor in the actual selection of students, ranked ninth among the sixteen elements (71.8%). Aside from academic ability, the general public places importance on other factors in selecting students for admission to medical schools. This study provides a valuable reference for medical schools regarding admission policies and applicant selection processes. Full article

Interdisciplinary teaching approaches have gained significant importance in today’s educational landscape. Among these approaches, decision-making competence plays a pivotal role by nurturing critical thinking and problem-solving skills. Focusing on the decision-making process regarding the sensibility of using sugar-substitutes, this study addresses three key questions. (1) Do chemistry and sports and health students differ in evaluation-competence? (2) What criteria do they use in evaluating the decision-making problem? (3) How do they use ChatGPT (OpenAI, San Francisco, CA, USA), an AI tool, in decision-making? Through surveys, the study revealed two evaluation-competence factors, identified decision-making criteria, and analyzed querying behavior using ChatGPT. The results revealed nuanced differences between the two student groups in the factors of evaluation-competence. While both groups showed improvements in recognizing moral dimensions and considering alternatives, chemistry students displayed enhanced abilities in establishing evaluation criteria and empathetic thinking. Furthermore, differences emerged in the criteria selected for decision-making and querying behavior, indicating varying engagement with ChatGPT. This study offers insights into enhancing interdisciplinary education and underscores the need for tailored interventions to address diverse student needs. Full article

This study investigates alternative approaches for demonstrating historical understanding in elementary school history education, motivated by challenges to educational institutions posed by increased ChatGPT-related plagiarism. Focused on secondary education, an area with scant research, this study, through sociocultural and linguistic methods of analysis, contrasted human-generated historical narratives with those produced by ChatGPT. It was found that ChatGPT’s narratives, while stylistically superior, lacked emotional depth, highlighting a key differentiation from human storytelling. However, despite this differentiation, ChatGPT otherwise effectively mimicked typical discourse patterns of historical storytelling, suggesting that narrative-based writing assignments do not significantly reduce the likelihood of ChatGPT-assisted plagiarism. The study concludes by suggesting that rather than focusing on mitigating plagiarism, educational approaches to ChatGPT should seek to channel its potential for historical narratives into assistance with task design, delivery of content, and coaching student writing. Full article

Kazakhstan’s government has launched many policy reforms to enhance the well-being of its underrepresented citizens and develop human capital by providing education to all. Therefore, the government has adopted a policy on inclusive education and recognised the rights to education of all learners, including those with disabilities, based on equal opportunity, without any discrimination. This aims to facilitate equal access to lifelong education opportunities, including in Technical Vocational Education Training Institutes (TVETIs). Thus, inclusive education in TVET settings and lifelong learning, especially for adults with special needs, has become an educational priority in Kazakhstan. Therefore, this collaborative action research study intended to explore classroom practices promoting the inclusion of adult students with disabilities at Kazakhstani Technical Vocational Education and Training Institutions (TVETIs). Qualitative data were collected through reflective journals, student focus-group interviews, documentary analysis, and reflective meetings of the professional learning group of selected teachers and students during the four stages of collaborative action research (CAR). Data were analysed through group interpretative meetings by the research team and inductive thematic content analysis by the researcher. Among the findings is that the educative process in TVETIs does not sufficiently provide reasonable inclusive support for adult students with disabilities. As a result, a comprehensive review of inclusive practices in these institutions was critical. This paper discusses some practices that could promote inclusion in TVET classrooms. Full article

Innovating higher education teaching and learning is challenging due to structural, cultural, and resource-related reasons, and research indicates that university innovation benefits from a bottom-up approach as well as strategic alignment with university objectives. In this paper, we investigate such bottom-up innovation processes within higher education as supported by a specific tool: the University Innovation Canvas (UIC). Adapted from the Business Model Canvas and Lean Canvas, the UIC is designed to promote educational technology innovation and foster alignment of the innovation process with strategic objectives of the university: namely, sustainability and user orientation. An evaluation of the UIC based on interview and questionnaire data shows that its usage differs between innovation teams (on paper vs. digital, individual vs. collaborative, co-located vs. remotely, and synchronous vs. asynchronous). UIC usability is linked with these differences and with teams’ experience in realizing innovations. Overall, the UIC is perceived to be useful by (particularly, less-experienced) innovation teams and is successful at supporting sustainable and user-oriented innovations, as 14/15 innovations are still in use after up to four years since completion. To maximize its potential, more effort needs to be devoted to improving understanding of the UIC and supporting different workflows of innovation teams in the future. Full article

Very little identifiable research explores the factors impacting autistic students’ school motivation and how these factors may or may not affect their academic and well-being outcomes in secondary school and beyond, including post-secondary enrollment, employment, and their quality of life. Instead, research on autism and inclusive education mainly focuses on the efficacy of interventions aimed at teaching skills related to sensory, communication, social, and behavior. Methods: A secondary analysis of survey data from an original mixed-method study was conducted to investigate how environmental, teacher, and peer factors are associated with autistic students’ school motivation. Eligible participants were between the ages of 15 and 21. In total, 72 participants (n = 72) completed an online survey to share their perspectives on their school experiences. Subsequently, linear regression analysis was conducted to answer the research question. Results: Participants who rated their schools as having pleasant physical spaces and felt that their peers understood them as a person had higher levels of school motivation. Teachers were not found to be significantly related to students’ school motivation. Participants who shared that typing was their preferred mode of communication were less motivated to attend school than students who preferred speaking communication. Conclusions: Environmental and peer factors are related to more than the day-to-day school experiences of autistic students; they are also related to their school motivation. These findings add to the existing literature on inclusive education and positive school outcomes for autistic students and offer additional explanations of the barriers that affect autistic students’ graduation from secondary school and interest in attending post-secondary education. Full article

The main goal of this study was to examine the extent to which the demographic characteristics of pre-service teachers (gender, family management style, family educational status, size of the family) predict their emotional intelligence (EI) scores through achievement motivation (AMO) and Self-Efficacy (SE) scores. The study consisted of 326 pre-service teachers (270 females, 56 males) studying in various departments at faculties of education across three universities located in the Eastern and Southeastern Anatolia regions of Turkiye. The findings indicate that the demographic variables (gender, family management style, family size, family educational status) do not significantly explain the EI levels of pre-service teachers. A moderately positive relationship was found between AMO and EI, but it was observed that AMO is not a significant predictor of EI. A high positive relationship was detected between SE and EI; it was observed that SE explained 63% of the variance in EI. We found that there was no significant difference between the AMO, SE, and EI scores of pre-service teachers studying at different grade/class levels. As we continue to investigate these topics, it becomes evident that teacher education may continue promoting not only cognitive development but also emotional and social development. Full article

A positive and collaborative partnership between parents and schools is required to improve the education of children with special educational needs. Therefore, the present study aimed to explore the educational context in the Arab community in Israel based on the perceptions and beliefs of parents of children with special educational needs about their children’s education in relation to schools. Twenty parents of children with different special educational needs were interviewed to understand their thoughts and beliefs about special education in the Arab community in Israel. Six core categories emerged from the analysis of the interviews [i.e., (a) parenting, (b) learning at home, (c) communicating, (d) volunteering, (e) inclusion of parents in decision-making related to their children, and (f) teachers’ attitudes towards children from the perspective of parents], which were perceived as axes with high potential to improve special education in this community and guarantee an optimal education for children with special needs. The role of the school as a tool to assist parents is highlighted, with the aim of empowering them and encouraging their active participation in school processes with a clear educational policy that clarifies the demands of the school system for parents and vice versa. Finally, we conclude by highlighting the importance of teachers in a child’s life, emphasizing the potential benefits of cooperation and collaboration between teachers, students, and parents. Full article

This paper is based on a project which aims to understand the contribution of motricity—in particular, motor games—to the development of autonomy in preschool children, with or without special education needs. A group of 18 children, with an average age of 4.5 years, from a public school took part in the study. An intervention program based on motor games was implemented and tested to promote the children’s autonomy. The program lasted two months, with one 45-min session per week. Using a questionnaire designed for this purpose, the children’s autonomy was assessed pre- and post-intervention. The children’s satisfaction with the sessions was assessed throughout the intervention. The main results were improvements in the autonomy of all the children and their high satisfaction with the program. The participation of children, with and without specific needs, in the entire program shows the use of differentiated practices that allowed everyone to be included in this process. Full article

World conferences on higher education have reported the effect of social changes on university systems. Particularly, changes that induce a transformation in the academic profession. Here, we study the paradigm shift of the profession in its dimensions, trends, and future scenarios. We conduct this study in two phases: first, we applied an inventory on the perception of university teaching to a sample of 2312 professors in the region; after that, we conducted a focus group for each of the ten dimensions in which we noticed indicators of change. With the quantitative data, we performed an ANOVA to identify three clusters of professionalization with dimensions open to change and related to each other: (1) Planning, Teaching Development, and Communicative Capacity; (2) Communication, Evaluation, and Self-evaluation; (3) Professional Self-evaluation, Teaching Innovation and Improvement and Individual Learning Support. With the focus groups we have identified the need to incorporate pedagogical models of inclusive education and teaching based on technological advances as the main drivers of change. We concluded with the proposal of four possible scenarios of future professionalism: (1) entrenched professionalism; (2) semi-professionalism; (3) fragmented professionalism; or (4) balanced professionalism. Full article

It is commonly known that the present systems and techniques used in education are outdated. In 1983, UNESCO had already called attention to this, calling present techniques archaic and inefficient. Though a lot of new developments have been achieved and a lot of commendable work has been carried out to remedy particular shortfalls in present systems, no literature was found that develops a concise and complete model for an education approach that maps the use of emergent technologies and techniques to improve on shortfalls in present teaching and learning paradigms. This paper reviews emergent technologies and techniques and their impacts and successes, to propose a combined model for online education to improve the effectiveness, accessibility and impact of teaching and learning activities. This paper concludes by presenting the possible future scope of education and employment structures by examining the possible impacts of the proposed model. Full article

Based on the assumption that the process of understanding is partly narrative, this study explores the potential benefits and limitations of using narrative writing in biology education. We investigate what contribution a student-centered narrative intervention can make to the conceptual understanding of protein biosynthesis in the context of viral infections and virus replication. After a teaching sequence on this topic, 68 secondary school students (M = 15.7 years, SD = 0.57 years) explained virus replication in a written text. One subsample (n = 46) was instructed to write a narrative text, while the other one (n = 22) was asked to write an expository (non-fictional) text. Our data analysis encompassed an analysis of the structural narrativity in the student texts, as well as a concept-related rating of the level of scientific correctness in three categories. A post-test questionnaire (35 items) was used to depict the learners’ viewpoints on their respective text production and the learning process that they experienced. Our findings indicate that most learners actually produced the text type they were supposed to, with exceptions in both sub-samples. As to the level of concept-related scientific correctness, we found no major differences between the two interventions. However, for two concepts, compartmentalization and levels of organization, the data indicate the significant advantage of the narrative intervention. We conclude from our results that to some extent, the effective learning properties of narrative texts, derived from the theoretical foundations, could indeed successfully be demonstrated in the field of virus replication. However, narrative text production is not equally beneficial for all aspects of the biological topic, and it also poses specific problems for some learners. Full article

This paper reports research that investigated how digital technologies were used to develop and maintain home–school connections and develop positive relationships when children transition to nursery schools and schools. School case studies, comprising four purposively selected schools with nursery provision in Northern Ireland and four primary schools in New Zealand, provided the context and evidence to enable a small-scale comparative study of how digital technologies enabled the development of relationships between homes and schools over time. In this paper, the findings were analysed using a conceptual model and framework derived from earlier studies in this field. However, given the contemporary social and technological context, it was found that the framework could be reviewed and elaborated, enabling the creation of a new conceptual framework that is offered here. Our findings reveal methods of employing digital technologies to positively support parental engagement when children transition to nurseries and schools. From the analysis of our findings using the framework developed, points to consider for future practice, policy, and research are highlighted, with an emphasis on understanding and integrating parents’ aspirations into the transition process. Opportunities that use existing and emerging methods for home–school–community connections need to be made known to teachers and schools. While the digital technologies used must be capable of maintaining appropriate regular communication, additionally, supporting ways for involving parental voice in reviews of existing practices and exploring new opportunities should be shared with teachers and schools. Future research should explore how the use of digital technologies in developing wider and deeper engagement and participation of parents and carers with nurseries and schools might lead to a longer-term and positive engagement in later years beyond nursery schools and initial transition to school. Full article

In response to the opportunities and challenges posed by rapid technological advancement, digital transformation (DT) has recently emerged as a key concept in higher engineering education. DT involves using digital technologies to transform educational and pedagogical practices to enhance the learning and teaching experiences, prepare students for the needs of industry, and foster innovation. Despite a growing number of small-scale empirical studies concentrating on digitalization at lower single-activity and classroom levels, the practices of traditional education largely remain. There is a need for more systematic and holistic frameworks to facilitate and guide DT in engineering education. This study reviews 13 studies, using a systematic approach to identify and analyze the literature on frameworks for DT of engineering education. Several characteristics are identified, including types of DT frameworks and models; drivers of DT; and digital learning tools and types. In addition, various anticipated outcomes of DT reported in the included studies are described at the micro, mezzo, and macro levels. Recommendations for future practices for engineering students, educators, and institutions and future research directions for engineering educational researchers are also proposed to support the further development of digital education. Full article

An effective way to increase the participation of historically excluded students in engineering education is through informal programming that covers science, technology, engineering, and mathematics (STEM). This study is part of a broader investigation conducted by Fletcher aimed at evaluating the programs offered by the National Society of Black Engineers (NSBE) as part of the Summer Engineering Experience for Kids (SEEK) program at different sites. The study collected pre- and post-assessment data from 1235 girls across twelve sites to determine if there were significant differences in interest- and experience-related outcomes at single-gender and coeducation sites. The study found that the two single-gender sites out of the twelve sites had statistically significant differences in participant responses in favor of single-gender sites, with one site showing a significant association with overall enjoyment of the program. The study used social cognitive theory (SCT) and intersectionality to guide the research and found that the site type had a significant association with the results. These findings suggest the need for further exploration of the impact of site type within informal education programs, especially those targeting historically excluded populations in STEM. Full article

In early mathematics education, the beliefs of the teacher are essential for facilitating the integration of technology into teaching mathematics. This study explores the influence of physical and digital interactive learning environments on the development of early childhood teachers’ beliefs about integrating technology into early mathematics classrooms. To understand the development of teachers’ beliefs, a half-year, content-based professional development program that incorporates interactive digital and physical environments was designed for this research on early childhood mathematics teachers (N = 58). We administered a questionnaire to measure teachers’ beliefs regarding employing an interactive technological environment in mathematics classrooms before and after engaging in an intervention program. In addition, a reflective writing strategy was implemented with the participants (N = 10) to understand the development of their beliefs about technology via an evaluation of their levels of reflection. In general, the research findings indicate that an interactive learning environment supports an improvement in teachers’ beliefs about technology. Furthermore, positive qualitative findings were drawn from the reflective writing essays of early childhood teachers. The qualitative findings indicate that an interactive environment enables teachers to be conscious of selecting effective math-specific technologies that facilitate children’s exploration and discovery of mathematics concepts. Full article

Working memory impairments are common in neurodevelopmental conditions, potentially impacting how neurodivergent students experience cognitive load during learning. We conducted a survey with 231 participants focused on students with attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and dyslexia. Parametric tests and a regression analysis were used to investigate the relationship between neurodiversity and perceived cognitive load in online learning. Neurodivergent students reported significantly higher extraneous cognitive load (ECL) in online learning compared to their neurotypical peers. However, no significant differences in perceived intrinsic and germane cognitive load were found between the two groups. Neurodiversity, and specifically ADHD, positively predicted perceived ECL in online learning. This study provides novel insights into the association between neurodiversity and cognitive load in online learning, suggesting a need for targeted support to help neurodivergent students reduce ECL in online learning environments and highlighting the importance of promoting inclusive educational practices that meet the needs of all students. Full article

The COVID-19 pandemic caused a sudden shift to virtual platforms. Physical distance and limited experience with both synchronous and asynchronous teamwork at work and school hampered problem-solving and the development of critical thinking skills. Under these circumstances, the implementation of team-based and problem-based learning (TBL, PBL, respectively) required a reevaluation of how teams collaborate and engage in problem-solving remotely. The research team conducted a systematic review to identify health services studies, themes, and attributes of learning initiatives associated with the success of TBL and PBL conducted during the COVID-19 pandemic. This systematic review was conducted using the preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines. The review results identified three themes associated with TBL and PBL learning initiatives in health services: (1) TBL and PBL have transformed health services education with modified TBL (mTBL) and modified PBL (mPBL) as the new norms; (2) the amplification of age-appropriate principles for professional motivation in healthcare; and (3) active learning impacts practical abilities for professional success and future leadership roles. The pandemic underscored the importance of flexibility, resilience, and innovation in TBL and PBL approaches in health services education. Despite the superiority of mPBL and mTBL, the barriers to implementation and student acceptance of active learning include inadequate resource and space allocation, and student preferences for passive, traditional lecture. Further, online learning required increased facilitator training, administration time, and time to provide feedback. Full article

There is a nationwide effort to increase the representation and engagement of minoritized students in computer science education. Discourse about the barriers to diversity among computer science majors is often characterized by student pathologies and does not consider the impacts of classroom culture and instructor pedagogies. Amid the push for strategies to recruit and retain minoritized students in computer science, little has been done to transform curriculum and analyze faculty perspectives on curriculum and pedagogy as methods to increase students’ access to the computer science major. This paper presents an example of curriculum redesign for an undergraduate introductory computer science course (ICS) that sought to address issues of inequitable representation by centering student identities and redistributing power in favor of students. The authors draw upon critical sociocultural and the 4Es heuristic for disciplinary literacy to reimagine the ICS course as a space that centers on the important roles of identity and power in solving for diversity in computer science education. We highlight for researchers and practitioners how our work may be used to disrupt meritocratic practices that alienate minoritized and economically disadvantaged students and to expand definitions of mastery and expertise in computer science education. Full article

Psychological preparation has taken on a crucial role in today’s sports practice. Effective resolutions to the challenges inherent in athletes’ psychological preparation require a comprehensive understanding of the key components that constitute the psychological preparation process. This quasi-experimental study aims to first, assess the interrelationships among imagery abilities, physical self-efficacy, and sport performance among a sample of alpine skiers. Secondly, this study sought to assess the effect of a psychological intervention on imagery and self-efficacy, and its impact on their task performance. The proposed hypothesis suggests that integrating imagery and self-efficacy interventions into the training process of alpine skiers will enhance athletes’ achievements on the slalom ski track. Seven leading Latvian youth alpine skiers with an average age of M = 17.14 (SD = 1.77) participated in a three-month psychological skill intervention targeting imagery and self-efficacy enhancement, alongside control training sessions on a slalom ski track to evaluate its effectiveness on sport performance. Pre- and post-intervention assessments were conducted using questionnaires, revealing significant improvements in imagery abilities and self-efficacy (p < 0.05). Notably, positive interrelationships between imagery abilities, self-efficacy, and sport performance were observed. These findings underscore the efficacy of integrating psychological interventions into the athlete training process and highlight the importance of psychological readiness in optimizing athletic achievements, particularly in dynamic sports like alpine skiing. The study results provide novel theoretical and practical psychological insights into the training process of athletes in sports. Full article

This study explores the efficacy of a professional development (PD) model that employs lesson study to teach spatial ability skills in primary STEM education. The structure of the PD supported the ‘Insights’ mechanism by focusing on visualisation, mental rotation, construction and deconstruction, and spatial orientation, which are vital for nurturing students’ spatial abilities. The ‘Motivation’ mechanism was addressed through goal setting in lesson planning, motivating teachers to integrate spatial tasks into their curricula. Continuous feedback and practical support facilitated the ‘Technique’ mechanism, embedding learned skills into everyday teaching practices. Last, the ‘Embed in Practice’ mechanisms, including action planning and prompts, were effectively translated into classroom practices, evidencing the model’s operational efficacy. Full article