Search Results (63)

Education for Sustainable Development (ESD) plays a vital role in addressing global sustainability changes, and foreign language teaching may contribute to this process. Nevertheless, studies on the incorporation of Sustainable Development Goals (SDGs) in materials related to teaching Turkish as a Foreign Language (TTFL) are limited. This study examines the representation of the 17 SDGs in TTFL textbooks. A qualitative document analysis was conducted on the A1, B1, and C1 levels of the “Yeni İstanbul” textbook series across the social, economic, and environmental dimensions of sustainability. The findings indicate a hierarchical distribution of SDG-related content across proficiency levels. At the beginner (A1) level, the social dimension with emphasis on urban integration themes (78.09%) is dominant, while at the advanced (C1) level, the economic dimension becomes more prominent (43.17%). The most striking result is that the environmental dimension remains the weakest area at all levels (A1: 6.67%; B1: 9.95%; C1: 10.93%). Environmental issues primarily appear as contextual vocabulary rather than critical sustainability content. Although the textbooks support socio-economic integration, they show limited alignment with sustainability literacy goals. The findings highlight the need for a more comprehensive integration of environmental sustainability themes in foreign language curricula. Full article

Generative artificial intelligence (GenAI) has rapidly emerged as a transformative educational technology, raising questions about how educators and pre-service teachers critically engage with AI-produced content. This case study investigates how WebQuests, a long-established, inquiry-based pedagogical model, can foster critical engagement with GenAI tools. Situated within an initial teacher education programme, a WebQuest, incorporating GenAI sources, was implemented with 24 pre-service language teachers, who engaged with curated resources alongside ChatGPT and Copilot to produce infographics for secondary school audiences. Data were collected through semi-structured interviews and were analysed using Braun and Clarke’s thematic analysis. Findings indicate that scaffolded engagement with GenAI encouraged participants to compare AI-generated outputs with trusted sources, critically evaluate accuracy and reliability, and reflect on integration into their future practice. Whilst pre-service teachers valued GenAI’s accessibility and efficiency, they expressed concerns about clarity, verbosity, and trustworthiness. The WebQuest model effectively supported synthesis of multiple information sources, fostering functional AI engagement and critical evaluation of its affordances and limitations. This case study concludes that integrating GenAI within structured, inquiry-based pedagogies advances digital and AI literacy in initial teacher education, whilst highlighting the need for institutional guidance, professional development, and further research in this area. Full article

Adolescents are heavy users of digital media but often lack critical skills, increasing their vulnerability to harmful online content. The integration of game elements into learning and training offers a promising strategy to support positive behavioural change and strengthen adolescents’ skills. This paper describes the development of a conceptual framework for Dress-DIGITARIAN, a serious game aimed at improving health literacy, coping skills, and self-esteem, grounded in Self-Determination Theory (SDT). The framework was constructed to generate higher-order understanding through a multi-level process: analyzing general theory (SDT), integrating mid-range models (the Octalysis framework), and incorporating empirical insights derived from two data collection phases with the target population. This integrative approach informed and guided the game’s design through participatory methods. Developed through collaboration between schools and research institutions, this approach bridges theory and practice by aligning game mechanics with adolescents’ psychological needs. It also underscores the value of involving adolescents in research, not only to enhance scientific rigour but also to empower them as agents of change capable of contributing to health promotion policies and educational innovation. This study does not report the results of a completed intervention or outcome evaluation, which will be conducted in the sixth phase at the end of the current school year. Future research is needed to assess the model’s effectiveness and scalability and to identify areas for further refinement. Full article

The importance of financial literacy for professional athletes is undeniable. This study aimed to build on previous research by identifying the financial literacy content areas that require the highest level of competence for professional athletes competing in team sports. To address this, 12 structured one-on-one interviews were conducted with a purposively selected sample of participants drawn from a network of potential actors capable of influencing the financial decisions of professional athletes, as informed by Actor-Network Theory. The research findings show that skills to avoid unethical behaviour, the acumen to navigate the transition to a post-sports career, savings and financial control are the content areas that require a higher level of competence. This study innovatively visualizes research findings through a heatmap to identify and prioritize focus areas. This study offers insights that may assist professional athletes to reduce their exposure to financial risks. The study may also engage sport’s governing bodies, professional clubs, players’ associations, researchers, and financial advisors aiming to deepen their knowledge of the financial literacy competencies required by professional athletes. Full article

In light of the current eco-social crisis, environmental education must adopt a transformative, critical literacy-based approach grounded in scientific practices to prepare students to address socioenvironmental issues from a systemic perspective. This study, which was conducted with 4th and 6th-grade primary school students (aged 9–12), presents the results of an activity based on a socioscientific issue about the presence of pharmaceuticals in surface water. The aim is to evaluate students’ performance in argumentation, their use of and understanding of the materials from which they extract evidence, and the solutions they propose. To this end, the content (written reports) and discourse (group discussions) were analyzed, and different statistical tests were carried out to compare individual and group performance, as well as performance among educational levels. The results show students in both years tend to perform at a low-to-medium level, with higher performance in 6th grade, but there are no significant differences in most areas. They also use materials in different semiotic modalities; similarly, they experience more difficulty with maps and graphs than with texts and videos. Additionally, they propose solutions from various perspectives. Overall, this approach contributes to the development of scientific reasoning in primary school students and should therefore be incorporated into their classroom culture. Full article

Background: Early childhood is a key period for the development of health literacy, and school textbooks play an important role in shaping early health-related understandings. Objectives: This study examines how health is represented in Grade 1 primary school textbooks in Greece and how children are positioned in relation to health within the curriculum. Methods: Multimodal critical discourse analysis was conducted on thirteen state-approved Grade 1 textbooks (n = 1.271 pages) published by the Ministry of Education and distributed free-of-charge to all public primary schools in Greece. The dataset covers seven subject areas: Language, English Language, Environmental Studies, Physical Education, Visual Arts, Music and Literature. Analysis was informed by Nutbeam’s typology of functional, interactive and critical health literacy. Results: Health-related content appeared across all subject areas but was unevenly framed. Language textbooks and workbooks emphasized prescriptive routines and functional health literacy. Environmental Studies and Literature offered more opportunities for reflective and relational engagement with health. Physical Education and Visual Arts supported well-being through activity and creativity but included limited explicit reflection. Across the curriculum, critical health literacy was minimally represented. Conclusions: Grade 1 textbooks in Greece promote basic health behaviors but provide limited support for the development of critical health literacy in early primary education. Full article

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

As professional development (PD) programs aimed at improving early childhood educators’ teaching efficacy in integrated STEM (science, technology, engineering, mathematics) become more prevalent, understanding how best to evaluate their outcomes is increasingly important. This study compared two self-report survey designs commonly adopted in program evaluation—traditional pre-test–post-test (TPP) and retrospective pre-test (RPP)–post-test—within a year-long integrated STEM PD initiative for early childhood educators. Twenty-five educators completed the TPP survey, fifty-five completed the RPP survey, and a subset of twenty-four completed both. This study investigates whether these two designs differ in detecting change in teaching efficacy in literacy, mathematics, science, and nutrition. Findings revealed statistically significant increases across all content areas using both survey methods, with large effect sizes. Comparisons between traditional and retrospective pre-test scores showed no statistically significant differences, suggesting that response shift bias may not have meaningfully affected results in this context. The findings indicate that either survey approach can be appropriate for measuring affective outcomes such as self-efficacy. Informed by these findings and prior research, this study concludes that the choice between traditional and retrospective survey designs should be guided by practical considerations, such as program setting, time and efficiency, and constructs measured, and not only by the validity and reliability of the specific survey design. These results offer valuable guidance for evaluators seeking efficient and valid tools for assessing PD in early childhood teacher education and suggest the need for further research exploring different self-report measures in diverse educational contexts. Full article

Background: The 2022 Pakistan floods devastated healthcare access for pregnant women in already impoverished areas in Sindh province. This study examines how Cash for Health assistance (CH) of USD 112 alleviated financial burdens and improved maternal health outcomes and resilience, bridging a critical literature gap on cash effectiveness in humanitarian crises. Methodology: This study used a mixed-methods approach to assess the CH assistance intervention for families of pregnant/lactating women in flood-affected rural Sindh, Pakistan. A pre-post quantitative analysis of baseline (May–June 2024) and endline (August–November 2024) survey data in ~100 villages (Jamshoro/Sehwan) examined changes in healthcare access, expenditure, and preferences using t-tests, proportion tests, and multivariable regression. Concurrently, five qualitative case studies from key informant interviews provided thematic content analysis, triangulating findings on economic, health, and social impacts. Results: Respondents predominantly had low literacy rates and were from households of daily wage laborers in vulnerable, flood-affected areas. While income and education remained low, instances of forgone care due to financial barriers increased (68% to 97%, p < 0.001). CH significantly improved healthcare access (58% to 98%, p < 0.001). Access to regular physicians (20% to 69%) and private facilities (10% to 41%) notably expanded. Healthcare expenditure significantly increased from USD 9.3 to USD 25, with a shift in spending preference towards medication, consultations, and diagnostics. CH also significantly improved food security (21% to 97%), meal frequency, and overall household stability, including reducing domestic violence. Qualitative data emphasized pre-existing vulnerabilities and CH’s role in addressing health, nutrition, and psychosocial needs. Conclusions: CH significantly improved healthcare access and reduced financial burdens for vulnerable pregnant women post-disaster. However, a sustainable impact requires integrated “cash plus” models, combining financial aid with stronger health systems, psychosocial support, and literacy for long-term resilience. Full article

In the context of smart agriculture, the tea industry is undergoing a transformative shift toward intelligent development. As the birthplace of tea, China holds a significant position in the global tea industry, with Anxi County in Quanzhou City, Fujian Province—renowned as the origin of Tie Guan Yin—standing as the world’s largest oolong tea production area. Its intelligent transformation of the tea industry is typical and representative. However, current research on the digital literacy of farmers is not yet mature, and there is a lack of systematic research on this specific group of tea farmers, which to some extent restricts the transformation of the tea industry towards intelligent development. The level of digital literacy among tea farmers is crucial for the intelligent development and transformation of the tea industry. Improving the digital literacy of tea farmers is the key to promoting the intelligent development of the tea industry. Therefore, studying the digital literacy of tea farmers has significant practical significance. This article takes Anxi County as the research area and focuses on moderate-scale tea farmers as the research object. Based on the United Nations Global Framework for Digital Literacy and taking into account the actual situation of tea farmers, an evaluation index system and analysis framework for tea farmers’ digital literacy have been constructed from seven dimensions: equipment and software operation skills, digital information literacy, digital communication and collaboration literacy, digital content creation literacy, digital security literacy, problem-solving literacy, and professional digital literacy. Using literature review, questionnaire survey, interview, and quantitative analysis methods, a questionnaire containing the above-mentioned dimensions was designed. After collecting data, the rationality of the questionnaire structure was verified using SPSS software. The digital literacy level of 440 medium-sized tea farmers from 11 major tea-producing townships in Anxi County was measured, analyzed, and Two-Tailed correlation tests were conducted. The results indicate that there are currently six aspects of digital literacy among tea farmers that are at a moderate level, and professional digital literacy is the weakest among the seven digital literacy. The overall digital literacy level of tea farmers needs to be strengthened. Large-scale tea farmers have the conditions to apply smart agricultural equipment and technology, which can achieve intelligent and refined management of tea gardens and intelligent upgrading of the entire industry chain. Based on the research results of the seven digital literacy of tea farmers, this article proposes improvement measures corresponding to the seven digital literacy of tea farmers from the perspectives of “government, industry associations, and training institutions”, providing reference for Anxi County and other tea-producing areas in the world. Full article

As AI systems become more integrated into society, the relationship between humans and AI is shifting from simple automation to co-creative collaboration. This evolution is particularly important in education, where human intuition and imagination can combine with AI’s computational power to enable innovative forms of learning and teaching. This study is grounded in the #ppAI6 model, a framework that describes six levels of creative engagement with AI in educational contexts, ranging from passive consumption to active, participatory co-creation of knowledge. The model highlights progression from initial interactions with AI tools to transformative educational experiences that involve deep collaboration between humans and AI. In this study, we explore how educators and learners can engage in deeper, more transformative interactions with AI technologies. The #ppAI6 model categorizes these levels of engagement as follows: level 1 involves passive consumption of AI-generated content, while level 6 represents expansive, participatory co-creation of knowledge. This model provides a lens through which we investigate how educational tools and practices can move beyond basic interactions to foster higher-order creativity. We conducted a systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for reporting the levels of creative engagement with AI tools in education. This review synthesizes existing literature on various levels of engagement, such as interactive consumption through Intelligent Tutoring Systems (ITS), and shifts focus to the exploration and design of higher-order forms of creative engagement. The findings highlight varied levels of engagement across both learners and educators. For learners, a total of four studies were found at level 2 (interactive consumption). Two studies were found that looked at level 3 (individual content creation). Four studies focused on collaborative content creation at level 4. No studies were observed at level 5, and only one study was found at level 6. These findings show a lack of development in AI tools for more creative involvement. For teachers, AI tools mainly support levels two and three, facilitating personalized content creation and performance analysis with limited examples of higher-level creative engagement and indicating areas for improvement in supportive collaborative teaching practices. The review found that two studies focused on level 2 (interactive consumption) for teachers. In addition, four studies were identified at level 3 (individual content creation). Only one study was found at level 5 (participatory co-creation), and no studies were found at level 6. In practical terms, the review suggests that educators need professional development focused on building AI literacy, enabling them to recognize and leverage the different levels of creative engagement that AI tools offer. Full article

This study aims to examine the implementation of digital education at SDN Cicurug Caringin and SDIT Nabawi, Sukabumi Regency, with a focus on opportunities, challenges, and gaps in the use of technology for learning at the elementary school level. Using a qualitative approach and a comparative case study design, this study explores the application of digital education in two different contexts, namely in rural areas (SDN Cicurug Caringin) and urban areas (SDIT Nabawi). Data were collected through in-depth interviews with four teachers, two principals, eight students, and four parents, as well as direct observation in both schools. The analysis techniques used are data reduction, data presentation, and conclusion drawing, with Miles and Huberman’s interactive analysis procedures. The results of the study show that SDN Cicurug Caringin faces significant infrastructure constraints, such as a student-computer ratio of 1:15, limited internet connection, and low digital literacy of parents due to their simple socio-economic background. On the other hand, SDIT Nabawi has succeeded in utilizing digital platforms such as Let’s Read to increase students’ interest in reading, although it is limited by teaching time and lack of TPACK (Technological Pedagogical Content Knowledge) training for teachers. The main gaps found between the two schools are unequal access to technology, limited teacher capacity to integrate technology, and low parental support in assisting children in digital learning. This study provides empirical evidence that the success of digital education is highly dependent on adequate infrastructure, TPACK-based training for teachers, and parental involvement in digital literacy. The recommendations included infrastructure improvements, TPACK training for teachers, and the implementation of digital literacy workshops for parents to reduce disparities and improve learning outcomes. Full article

Background: The service life and availability of electronic components are steadily declining, whereas the operational lifespan of industrial devices that incorporate such components often extends over several decades. This disparity creates a mismatch between the durability of individual components and the longevity of the overall systems in which they are embedded. Obsolescence Management (OM) addresses this issue by establishing a structured and controlled process aimed at anticipating and mitigating the impacts of component and product obsolescence. As defined by the international standard International Electrotechnical Commission [IEC] 62402:2019, obsolescence refers to the transition of an (electronic) item from availability to unavailability by the manufacturer, in accordance with the original specification. To implement proactive OM, obsolescence managers require data that are comprehensible, accurate, complete, trustworthy, secure, and discoverable. In this context, Data Governance (DG) offers a promising approach to enhance data literacy and intelligence within OM. Methods: This study employed a sequential mixed-methods design, integrating qualitative and quantitative approaches including a Systematic Literature Review (SLR), Expert Interviews (EIs), Focus Groups (FGs), Content Analysis (CA), and Workshops (WKSHs), within a case study informed by Design Science Research (DSR). Results: This paper proposes a DG structure tailored to support OM through data integration and business intelligence methods, drawing on established DG reference frameworks within an SME. The proposed structure encompasses a set of processes and knowledge domains recognized as best practices in the field. Furthermore, we present a model designed to facilitate the implementation of DG in OM and to assess the quality of the data required. This enables more reliable obsolescence processes across key functional areas such as product management, procurement, and product development, ultimately supporting data-driven and accurate decision-making. Full article

This paper presents the design and evaluation of a multisensory tangible game device aimed at promoting pre-Braille literacy in children with varying visual abilities, including those who are blind, partially sighted, and sighted. The prototype integrates tactile, auditory, and visual elements to provide an inclusive and engaging learning experience. The device combines educational content with game-based learning, allowing users to interact with Braille characters through touch while receiving auditory feedback and visual cues. A focus group evaluation was conducted to assess the prototype’s effectiveness, engagement, and educational value. Results indicated that the device successfully captured users’ attention, with 83% recognizing its potential as a valuable educational tool for teaching pre-Braille literacy, 92% of participants reporting high engagement, and 75% of participants agreeing with the serious game approach. Feedback also highlighted areas for improvement, including the need for clearer tactile differentiation and more adaptive learning features. This study demonstrates the potential of combining multisensory feedback and serious gaming to enhance literacy education in children with visual impairments and provides insights into the further development of inclusive educational technologies. Full article

There has been a widely held view for some time that school teachers and principals need to possess a level of knowledge and understanding of the legal regulation of schools and that of their workers. This study explores the level of understanding of legal matters pertaining to the school environment that independent school teachers hold in Queensland. This level of ‘legal literacy’ is investigated in a qualitative research study that explains the various areas of education law that are known and those that are less understood by such educators. Data was analysed using content analysis methodology, using a coding scale that was created specifically for the purposes of coding the participants’ scenario responses. Overall, it was discovered that the level of legal literacy held by Queensland independent school teachers was alarmingly low. This varied across the myriad topics, but essentially, the educators surveyed did not demonstrate an adequate legal understanding to successfully complete their roles. More education in this area should be made available for educators to better equip them with such an understanding to ensure they know when and how to more capably protect themselves and the children entrusted to their care. Full article