Search Results (908)

Adolescents’ sustained engagement in STEM fields is critical for cultivating future scientific talent. While school belonging—a key form of emotional support perceived by students within the school environment—has been widely studied, its specific influence on STEM career interest, particularly within non-Western educational systems, remains insufficiently understood. Drawing on Social Cognitive Career Theory (SCCT), this study examines how school belonging, as a contextual affordance, shapes STEM career interest among Chinese high school students, and whether science identity, as a person input, mediates this relationship. Utilizing data from 451 students in a science-focused Chinese high school, multiple regression analyses demonstrated that school belonging significantly predicts higher STEM career interest. Science identity partially mediated this relationship, with science interest emerging as the strongest mediating component, followed by competence/performance beliefs; external recognition had a comparatively weaker effect. These findings suggest that fostering school belonging in science-oriented environments may support adolescents’ interest in STEM careers, both directly and indirectly through the development of science identity. From a cultural perspective, the study further sheds light on the mechanisms underlying students’ interest in STEM careers, and highlights the potential of inclusive environments that support the development of students’ sense of belonging and identity in promoting their long-term engagement in STEM fields. Full article

This short communication examines the intersection of academic freedom concerns and doctoral student experiences at Hispanic-Serving Institutions (HSIs) during a period of increasing legislative restrictions on diversity, equity, and inclusion (DEI) initiatives. Drawing from faculty observations during doctoral residency weeks at one HSI educational leadership program, this piece explores how doctoral students navigate dissertation topic selection in an environment where diversity-related research may be perceived as entering legal or political “gray areas.” The communication contextualizes these observations within the broader landscape of academic freedom challenges facing higher education, particularly at institutions serving predominantly minoritized populations. Recent data reveals that 91% of faculty across the United States believe academic freedom is under threat, with particularly acute challenges facing institutions designated as Hispanic-Serving Institutions. These observations reveal a fundamental disconnect between educational practitioners pursuing doctoral degrees and policymakers, where research-based inclusive practices designed to benefit all students are misperceived as politically controversial. These observations suggest that doctoral students at HSIs face unique pressures as they balance their commitment to addressing educational equity issues with concerns about professional and academic risks in an increasingly restrictive policy environment. Full article

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

This study examined how cognitive, affective, and sociocultural factors shape teachers’ readiness for inclusive education, focusing on the interplay between attitudes, emotional concerns, and self-efficacy. A survey of 149 elementary school teachers from diverse communities employed three validated instruments to assess these constructs. Overall, teachers expressed moderately positive attitudes toward inclusion and relatively high levels of self-efficacy, yet emotional concerns were consistently present. Importantly, correlational analyses revealed that emotional concerns fully mediated the relationship between attitudes and self-efficacy, underscoring the central role of affective dimensions in shaping teachers’ professional confidence. Teachers with prior training or direct experience with students with disabilities reported lower emotional concerns, suggesting the value of practice-based professional learning opportunities. Sociocultural differences also emerged, with differences across communities, pointing to the influence of communal norms on emotional readiness for inclusion. These findings highlight the need to reconceptualize teacher professionalism in inclusive education as integrating cognitive, emotional, and contextual dimensions. Implications include designing professional development programs that combine knowledge, practice, and emotional preparedness, alongside culturally responsive approaches tailored to minority communities. Full article

The integration of emerging technologies is reshaping the teaching skills required in the 21st century, yet little evidence exists on how contextualized training supports rural teachers in adopting active methodologies and critically incorporating AI into entrepreneurship education. This study evaluated the impact of a 40-h professional development program implemented in Educational District 15D01 in the Ecuadorian Amazon. Thirty-nine secondary school teachers participated (mean age = 43.1 years); 36% lacked prior entrepreneurship training, and 44% had not recently mentored student projects. A sequential explanatory mixed-methods design was employed. The quantitative phase employed a 22-item questionnaire that addressed four dimensions: entrepreneurial knowledge, competencies, methodological strategies, and AI integration. Significant pre–post improvements were found (p < 0.001), with large effects for knowledge (d = 1.43), methodologies (d = 1.39), and AI integration (d = 1.30), and a moderate effect for competences (d = 0.66). The qualitative phase analyzed 312 open-ended responses, highlighting greater openness to innovation, enhanced teacher agency, and favorable perceptions of AI as a resource for ideation, prototyping, and evaluation. Overall, the findings suggest that situated, contextually aligned training can strengthen digital equity policies, foster pedagogical innovation, and empower educators in underserved rural communities, contributing to sustainable pathways for teacher professional development. Full article

School textbooks are central to the teaching, studying, and learning processes because they mediate the interaction between the prescribed curriculum and the educational experience in the classroom. Evaluating their didactic structure critically allows us to determine the degree to which they align with current curriculum guidelines and promote meaningful learning. This study aimed to analyze the extent to which Ecuadorian natural science textbooks reflect constructivist learning principles and promote the development of key competencies established in the National Priority Curriculum. This curriculum guides the achievement of essential results and strengthens fundamental competencies for students’ comprehensive development. Content analysis was adopted as the methodological approach given its relevance in examining the didactic and curricular dimensions of educational materials. The analysis covered twelve eighth-grade General Basic Education textbooks and their supplementary materials. The analysis was based on two instruments: specialized summary analysis sheets (RAE) and a purpose-built checklist. The ATLAS.ti 25 and IRaMuTeQ programs supported the systematization and visualization of the data. The results showed limited integration of constructivist strategies, such as teaching for comprehension, inquiry-based learning, and problem solving, in most of the analyzed texts. These findings underscore the need to expand and strengthen the incorporation of contextualized, critical, and meaningful learning experiences to improve the didactic design of school textbooks. Such improvements would promote coherent articulation between objectives, content, methods, resources, and assessment in line with constructivist principles of the Ecuadorian curriculum. Furthermore, given these approaches’ affinity with curricular frameworks in other regional countries, the results could offer relevant guidance and starting points for reflection on developing and using textbooks in Latin American contexts with comparable educational characteristics. Full article

Breast cancer remains a leading cause of global cancer burden, with marked differences in incidence across countries. While biological risk factors are well established, understanding the broader structural and sociocultural influences has been less comprehensive. In this study, we analyzed harmonized data from 183 countries (2017–2023), encompassing 33 variables and 7 subvariables related to demographics, nutrition, environment, health, and healthcare access, drawn from open-access international databases. Spearman correlation analysis identified strong positive associations between breast cancer incidence and discontinued breastfeeding, high LDL cholesterol, out-of-pocket healthcare expenditure, and educational attainment. Conversely, poor sanitation, lack of handwashing facilities, unsafe water, and certain nutritional deficiencies exhibited robust negative correlations, likely reflecting under detection and reporting limitations in lower-resource settings rather than true protective effects. These findings were further explored using multiple linear regression, which explained approximately 73% of the variance in global breast cancer incidence. The final model highlighted discontinued breastfeeding, prevalence of cocaine use, unsafe sanitation, high out-of-pocket healthcare expenditure, limited handwashing access, and high processed meat consumption as the most influential independent predictors. Receiver operating characteristic (ROC) analysis confirmed strong predictive value for discontinued breastfeeding and out-of-pocket expenditure, with sanitation and hygiene variables showing paradoxical inverse associations. Our results emphasize that breast cancer risk is shaped not only by individual behaviors and genetics, but also by larger-scale structural, socioeconomic, and environmental factors. These patterns suggest that targeted interventions addressing both lifestyle behaviors and systemic inequities—such as promoting breastfeeding, reducing financial barriers to healthcare, and strengthening public health infrastructure—could meaningfully reduce the global burden of breast cancer. In conclusion, this study underscores the importance of multisectoral, equity-focused prevention strategies. It also highlights the value of country-level ecological analyses in uncovering upstream determinants of cancer incidence and calls for further research to disentangle individual and contextual effects in cancer epidemiology. Full article

Masculinity norms and gender socialization play a critical role in shaping boys’ attitudes, behaviours, and interactions within society. In South Africa, historical legacies of colonialism and apartheid, coupled with deeply ingrained cultural and societal expectations, have contributed to rigid masculinity norms that emphasize dominance, emotional restraint, and aggression. These constructs not only influence boys’ development but also have significant implications for gender-based violence (GBV). This paper explores how norms of masculinity and processes of gender socialization among boys in South Africa shape attitudes and behaviours that contribute to gender-based violence (GBV). The central aim is to offer a critical theoretical synthesis and contextual analysis that informs the development of gender-equitable policies and interventions. Drawing on theoretical frameworks such as hegemonic masculinities, intersectionality, and social learning theory, this study examines how historical, cultural, and socio-economic factors shape gender socialization and influence boys’ developmental trajectories. Through an intersectional lens, this paper underscores the urgent need to challenge harmful masculinity norms and promote alternative models that encourage emotional expression, empathy, and equitable gender relations. Finally, it provides recommendations on how these harmful norms can be disrupted through educational, community, media, and policy-level reforms to foster healthier masculinity norms and reduce GBV in South Africa. Full article

This paper offers content priorities, justifications, and pedagogical approaches for the integration of climate change education into the training of teachers, and thus into public schooling. To meet urgent imperatives presented by the polycrisis of the Anthropocene, climate change education must be inclusive, comprehensive, flexible, and regionally responsive. Climate change education can be achieved by adapting regional programs for teacher education to meet those requirements. An example is the Climate Education in Teacher Education (CETE) project in northern British Columbia, Canada. Using the Education Design-Based Research methodology, the project addresses critical questions for curricular and pedagogical development of teachers to address the following three questions: (a) what content and outcomes to prioritize, (b) why these elements matter, and (c) how to implement them effectively. Over two years, CETE engaged pre-service and in-service teachers through workshops, reflective practices, and consultations with Indigenous communities. Our tentative answers emphasize the importance of adapting curriculum and pedagogy to foster community resilience, address climate anxiety, and promote an ethical renewal toward sustainability. The iterative development of objectives as “High-Level Conjectures” provides flexibility and reflexivity in the design process in the face of rapid contextual change. CETE developed practical pedagogical tools and workshop strategies that align educational priorities with local and global needs. This study offers a replicable framework to empower educators and communities in diverse locations to navigate the complexities of the climate crisis in their quest for a more secure and sustainable future. Full article

Language learners increasingly rely on intelligent digital tools to supplement their learning experiences, yet existing chatbots often provide limited support, lacking adaptability, personalization, or domain-specific intelligence. This study introduces a novel AI-powered multi-agent chatbot architecture designed to support English–Arabic translation and language learning. Developed through a three-phase methodology, offline preparation, real-time deployment, and evaluation, the system employs both retrieval-based and generative AI models, with specialized agents managing tasks such as translation, example retrieval, user translation review, and learning feedback. The chatbot was developed using a hybrid architecture incorporating fine-tuned Generative Pre-trained Transformer (GPT) model, sentence embedding techniques, and similarity evaluation metrics. A user study involving 40 undergraduate students and 4 faculty members evaluated the system across usability, effectiveness, and pedagogical value. Results show that the multi-agent chatbot significantly enhanced learner engagement, provided accurate and contextually appropriate language support, and was positively received by both students and instructors. These findings demonstrate the value of multi-agent design in language learning applications and highlight the potential of AI-driven chatbots as intelligent educational assistants. Full article

Makerspaces are increasingly integrated into educational activities in both formal and nonformal contexts, from primary to higher education, particularly as interdisciplinary learning spaces that foster creativity and the “do-it-yourself” approach. Their hands-on approach stimulates agency, critical thinking, and innovation—competences closely tied to the entrepreneurship competence. However, empirical studies exploring the relationship between makerspaces and the development of entrepreneurship competence remain limited, often addressing only specific types of makerspaces or partial aspects of entrepreneurial competence. The aim of this study is to identify, based on a systematic literature review, if/how makerspaces contribute to developing entrepreneurial competences of students in secondary education. In total, 35 articles published in the last 10 years, indexed in ERIC, Web of Science, and Google Scholar, selected according to the PRISMA guidelines, met the inclusion criteria. The selected databases ensure both quality and broad coverage. The studies were analyzed using a structured framework based on four thematic categories: identity (makerspace as learning space influencing entrepreneurial competences), competence (focus on entrepreneurial competences), program (educational initiatives fostering entrepreneurial competences), environment (contextual factors shaping entrepreneurial competences in makerspaces). The findings reveal that the identity of makerspaces, characterized by values such as collaboration, valuing ideas, and hands-on learning, converges with the intentional design of learning environments and the structure of educational programs to foster entrepreneurial competences. Makerspaces were found to cultivate dimensions such as creativity, problem-solving, teamwork, initiative, and ethical thinking, all of which are listed as units of the entrepreneurial competence by EntreComp. The study concludes that makerspaces can act as effective pedagogical means for supporting entrepreneurial competence development. The results provide valuable insights and examples that can inform the design of future educational strategies and programs to promote entrepreneurship education and develop entrepreneurial competences in nonformal and formal learning settings acting as makerspaces. Full article

Background: Inappropriate antibiotic prescribing by dental practitioners is a significant problem in low- and middle-income settings, such as India, where there are no guidelines for dental prescribing. This study aims to report, in a step-by-step process, the co-development of a computer-based stewardship educational intervention with Indian stakeholders to reduce inappropriate antibiotic prescribing by primary care dental practitioners in India. Methods: The development process of our intervention was guided by the Medical Research Council framework for developing and evaluating complex interventions. In alignment with the framework’s core elements, a co-production research approach was employed. Engagement with local stakeholders, including primary care dental practitioners, academic dentists, and those from the Indian Dental Association, facilitated the development of a contextually appropriate intervention that was informed by a prior needs assessment (a systematic review and a policy document analysis conducted in India) and evidence from global literature. The intervention was refined through iterative feedback from stakeholders and pre-testing. Results: An educational antibiotic stewardship intervention was co-developed in collaboration with stakeholders from Chennai, a major city in southern India. The final intervention comprised three components: 1. A one-page chairside guide summarising common areas of dental antibiotic use for easy reference in clinical settings; 2. A training module based on the chairside guide; and 3. A patient information sheet to facilitate dentists’ communication with patients. The intervention components were designed to be clear, practical, and contextually relevant, with the potential to enhance clinical decision-making and promote evidence-based antibiotic prescribing practices. Conclusions: This research paper describes, in a structured manner, how an educational antibiotic stewardship intervention for dental practitioners in India was co-developed by researchers and local stakeholders. Further feasibility testing is required to address uncertainties identified at the conclusion of the development process, including those related to dentists’ perceptions of the intervention, the utility of the intervention tools, and prescription recording. Full article

This study investigates the challenges of promoting accessibility for deaf teachers and students in higher education, focusing on the development of inclusive teaching materials. A qualitative case study was conducted in ten teacher training programmes at the Federal University of Alagoas (Brazil), including nine distance learning courses and one face-to-face LIBRAS programme. Analysis of the Virtual Learning Environment revealed a predominance of text-based content, with limited use of Libras videos, visual resources, or assistive technologies. The integration of Brazilian Sign Language into teaching practices was minimal, and digital translation tools were rarely used or contextually appropriate. Educators reported limited training, technical support, and institutional guidance for the creation of accessible materials. Time constraints and resource scarcity further hampered inclusive practices. The results highlight the urgent need for institutional policies, continuous teacher training, multidisciplinary support teams, and the strategic use of digital technologies and Artificial Intelligence (AI). Compared with previous studies, significant progress has been made. The present study highlights the establishment of an Accessibility Centre (NAC) and an Accessibility Laboratory (LAB) at the university. These facilities are designed to support the development of policies for the inclusion of people with disabilities, including deaf students, and to assist teachers in designing educational resources, which is essential for enhancing accessibility and learning outcomes. Artificial intelligence tools—such as sign language translators including Hand Talk, VLibras, SignSpeak, Glove-Based Systems, the LIBRAS Online Dictionary, and the Spreadthesign Dictionary—can serve as valuable resources in the teaching and learning process. Full article

Background/Objectives: Engaging in regular physical activity (PA) and reducing sedentary behaviors benefits youth health, especially for those with disabilities. However, two-thirds of European children remain insufficiently active. In schools, Active Breaks, brief 5–15 min PA sessions led by teachers during or between lessons, offer a feasible strategy to increase movement. This study investigated teachers’ perceptions of ABs by comparing implementers and non-implementers, examining facilitators and barriers to implementation, and exploring their potential to support the inclusion of students with disabilities. Methods: An observational cross-sectional study was conducted among primary and secondary school teachers in the Emilia-Romagna region (Italy), all of whom had completed a 6 h training course on the implementation of ABs. Data were collected using an ad hoc questionnaire consisting of four sections: sociodemographic data, an adapted Attitudes Toward Physical Activity scale, ABs’ practicality/sustainability, and inclusiveness. Results: Overall, 65% of teachers reported implementing ABs, with higher adoption in primary (69.5%) than secondary schools (58.6%). Implementers reported more positive perceptions and attitudes across individual, classroom, and school-support domains (p < 0.05). In addition, primary teachers consistently scored higher than their secondary counterparts, particularly in terms of class characteristics and benefit perceptions (p < 0.001). Most teachers, especially in primary schools (84.2%), reported no difficulties, although one-third of secondary teachers reported challenges. Exploratory factor analysis on barrier items identified two dimensions (practical/logistical feasibility; institutional/procedural difficulties), but internal consistency was low. Teachers mainly reported using motor activities, with sessions lasting 5–10 min, typically scheduled mid-morning. Inclusion analysis revealed that 60% of teachers had students with disabilities in their classes. While most students participated without adjustments, 25% required occasional or consistent modifications. Conclusions: ABs are a practical and inclusive strategy to reduce SBs in schools. However, not all teachers are currently able to implement them, due to varying contextual constraints, levels of support, and perceived barriers. Primary school settings appear more conducive to their integration, whereas secondary schools may require more tailored support. Fostering teacher confidence, peer collaboration, and inclusive planning can enhance both the implementation and long-term sustainability of educational initiatives. Full article

This study investigates the effectiveness of integrating explicit learning-strategy instruction into gatekeeper mathematics courses to foster a math growth mindset, self-regulated learning (SRL), and improved academic performance among underrepresented minority students. The intervention was implemented across four key courses—College Algebra I/II and Calculus I/II—and incorporated evidence-based cognitive, metacognitive, and behavioral learning strategies through course materials, class discussions, and reflective assignments. Grounded in a conceptual framework linking learning-strategy instruction, growth mindset, SRL, and performance—while accounting for students’ social identities—the study explores both direct and indirect effects of the intervention. Using an explanatory sequential mixed-methods design, we first collected quantitative data via pre- and post-surveys/tests and analyzed performance outcomes, followed by qualitative focus groups to contextualize the findings. Results showed no significant effects of the intervention on growth mindset or SRL, nor evidence of mediation through these constructs. The direct effect of the intervention on performance was negative, though baseline mindset, SRL, and pre-course preparedness strongly predicted outcomes. No moderation effects were detected by student identities. The findings suggest that while explicit learning-strategy instruction may not independently shift mindset or SRL in the short term, pre-existing differences in these areas are consequential for performance. Qualitative findings provided further context for understanding how students engaged with the strategies and how instructor implementation shaped outcomes. These insights inform how learning strategies might be more effectively embedded in introductory math to support success and equity in STEM pathways, particularly in post-COVID educational contexts. Full article