Search Results (1,756)

This study explored key predictors of teachers’ readiness for inclusive education, focusing on training, perceived success (self-efficacy), experience with students with special educational needs (SEN), and years of service. A total of 319 teachers completed questionnaires assessing professional preparation and four readiness dimensions identified through exploratory factor analysis: (F1) Teaching Adaptation and Collaborative Practices, (F2) Classroom Management and Behavioral Skills, (F3) Positive Attitudes toward Inclusion and Diversity, and (F4) Willingness to Cooperate and Comply. Multiple linear regression revealed that self-efficacy consistently predicted all four dimensions, underscoring its central motivational role in inclusive teaching. Training was positively associated with F1, while its effect on F2 was not significant. Experience with SEN predicted F2 and F4, suggesting that direct classroom exposure enhances behavioral management and collaborative engagement. Years of service predicted only F3, indicating that professional experience primarily fosters positive attitudes toward inclusion. Overall, the findings highlight that effective inclusive practices require transformative professional learning and a synergistic combination of strong self-efficacy, structured training, and experiential engagement, with each factor contributing differentially to specific aspects of teacher readiness. Full article

Purpose—This study explores the determinants of entrepreneurial intention (EI) among university students, analyzing entrepreneurial motivation (EM) as a mediator and perceived institutional support (PIS) as a moderator within the Theory of Planned Behavior (TPB) framework. Design/Methodology/Approach—Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data from 128 students at the Polytechnic Institute of Cávado and Ave, Portugal, were analyzed to assess direct, indirect, and moderating effects of entrepreneurial attitudes, education, and social norms. Findings—EM significantly mediates the relationship between attitude concerning entrepreneurship (ACE), perceived social norms (PSN), entrepreneurial education (EE), and EI, reinforcing its role in bridging individual and educational influences with entrepreneurial behavior. However, PIS does not significantly moderate the EM-EI relationship, suggesting institutional support alone is insufficient to enhance motivation’s impact on EI. This challenges assumptions about institutional effectiveness and highlights the importance of entrepreneurial ecosystems, social capital, and mentorship networks as alternative enablers. Implications—The study extends TPB by incorporating mediation and moderation effects, offering a deeper understanding of personal, social, and institutional influences on EI. This study contributes by simultaneously modeling entrepreneurial motivation as mediator and perceived institutional support as moderator within a TPB framework. Such integration remains rare, particularly in Southern European higher education contexts, and our findings nuance current assumptions by revealing when institutional supports may fail to strengthen motivational pathways. The findings emphasize the need for education policies that integrate experiential learning, entrepreneurial ecosystems, and mentorship to foster entrepreneurial mindsets. Originality/Value—This research challenges the assumed role of institutional support, highlighting motivation as a key driver of EI and providing new insights into policy-driven entrepreneurship promotion in higher education. Full article

Public understanding of complex sustainability concepts like life cycle assessment (LCA) is crucial for promoting environmentally responsible consumption yet remains a significant educational challenge. This study introduces and evaluates Paper Goes Green, a competitive board game designed to make abstract LCA principles tangible and personally relevant. The game simulates the paper production chain, compelling players to make strategic decisions about resource allocation, production pathways (conventional vs. green), and waste management to fulfill paper orders. Through a single-group pre-test/post-test design with 85 participants (25 environmental educators and 60 public members), the game’s efficacy was assessed. Paired-sample t-tests revealed significant improvements in participants’ perceived knowledge of green chemistry/LCA (pre-game mean 2.05, post-game 3.24 on a 5-point scale, p < 0.001), pro-environmental attitudes (3.38 to 4.22, p < 0.001), and behavioral intentions toward green consumption (3.97 to 4.44, p < 0.001). These gains correspond to medium-to-large effect sizes (Cohen’s d = 0.94 for knowledge, 0.70 for attitude, 0.71 for behavior), indicating substantial practical impact. Qualitative feedback further highlighted the game’s engaging and thought-provoking nature. Notably, specific design features—such as immediate feedback, player control, and interactivity—were identified as key contributors to learning, fostering systems thinking in players. These findings suggest that Paper Goes Green is a promising educational tool for translating complex environmental science into an engaging, impactful learning experience. The game effectively bridges the gap between abstract concepts and real-world consumer choices, fostering life cycle thinking and empowering players to make greener choices in their daily lives. Full article

Objective: Health education is critical in imparting health literacy to children and developing community health and wellbeing. The effectiveness of the teaching–learning interaction in health education classes depends on the teacher employing effective teaching methods, facilitating students’ deep understanding, critical thinking, and the development of skills, beliefs and attitudes that will be needed for them to cultivate healthy behaviours throughout their lives. Health education teaching differs from other learning areas as it addresses controversial and sensitive topics in class. Little research has been conducted regarding the preferred teaching methods of health educators and their ability to employ these teaching methods effectively in the classroom. Methods: In this paper, we present findings from a doctoral grounded theory study to explain the preferred teaching methods of teachers as they work with young people in the important learning area of health education. The study was conducted using a Chamazian constructivist grounded theory approach with the data being analysed using an inductive process, beginning with open codes and progressing to high-level categories. Main Results: This study determined that the preferred teaching method of the teachers delivering health education in Western Australia was discussion-based teaching. We examine the literature regarding discussion-based teaching methods, particularly in health education. Our findings evidence that teachers report preferring a discussion-based teaching approach, even though the health curriculum advises a critical inquiry approach and many schools in Australia currently promote an explicit teaching method. Conclusions: Teachers have expressed uncertainty as to how to effectively employ a discussion-based approach in class and have sought further clarification as they lead class discussions. Effective teaching practices need to be interrogated to support teachers, so how do we do this in a way that provides clarity for teachers and ultimately produces the best outcomes for young people? Full article

Integrating social and emotional learning (SEL) into academic instruction may improve well-being and achievement. In mathematics—where anxiety and negative attitudes often hinder learning—SEL may be especially useful. This multiple case study examined how a math curriculum that explicitly embeds SEL principles shapes learning environments and teacher/student experiences. Using a multiple case study design, we conducted classroom observations, teacher interviews, and check-ins in six Grade 5–7 classrooms implementing JUMP Math, a program that centers social–emotional well-being. Three themes characterized the SEL-integrated environment: (1) Teaching Energy—steady pacing, enthusiastic delivery, and humor; (2) Learning Harmony—progressing together, peer help, and the normalization of mistakes; and (3) Emotional Stability—supportive feedback, invitations to participate, and respectful, responsive interactions. Teachers reported greater confidence and reduced math anxiety; students showed higher engagement, cooperation, and resilience in problem-solving. Findings indicate that math curricula intentionally designed with SEL can create emotionally supportive classrooms that benefit both teachers and students, while advancing academic goals. The findings contribute to understanding how academic instruction can be leveraged to develop social and emotional competence while maintaining focus on academic achievement. Full article

We aimed to explore the effects of hands-on STEM training on teachers’ attitudes toward STEM, their self-efficacy in implementing STEM methodologies, and their problem-solving skills. Additionally, we explored teachers’ professional competence in integrating STEM applications into their instructional practices and the impact of these applications on students’ 21st-century skills. The study involved 30 in-service teachers participating in a STEM training program. A nested-methods approach was adopted, combining quantitative and qualitative analyses. Pre- and post-training data were collected using Likert-type scales measuring teachers’ self-efficacy, problem-solving skills, and attitudes toward STEM. Additionally, semi-structured interviews were conducted after the training to capture teachers’ perceptions and experiences. The findings indicated significant improvements in teachers’ self-efficacy and problem-solving skills. Thematic analysis of interview data identified key factors influencing successful STEM implementation, including collaboration, technology integration, and social-emotional learning. Teachers also reported that the training positively influenced their students’ problem-solving and critical thinking skills. This study highlights the importance of professional development in enhancing teachers’ competencies for effective STEM education. The findings contribute to the literature by providing insights into teachers’ first-hand experiences and perceptions regarding the impact of STEM training on their instructional practices and student learning outcomes. Full article

This study examines the effects of integrating an inquiry-based final project into an early childhood robotics program, focusing on its influence on children’s problem-solving self-efficacy, attitudes toward collaboration, confidence in applying robotics to real-world challenges, and future interest in STEM. A total of 176 first-grade students (aged 6–7) were randomly assigned to either a research group that completed a culminating inquiry-based robotics project or a control group that followed a traditional structured curriculum. A quasi-experimental post-test-only comparison group design was used, and baseline equivalence was confirmed across groups. Results revealed that children who participated in the inquiry-based final project group demonstrated significantly higher problem-solving self-efficacy and more positive attitudes toward peer collaboration, while also being more likely to see the relevance of robotics to real-world problems and to align with inquiry-based learning approaches. Gender analysis showed that these gains were especially pronounced among girls, who exhibited more statistically significant improvements in problem-solving confidence and self-efficacy in inquiry-based problem-solving. The study’s findings highlight the benefits of incorporating inquiry-based final projects into early robotics curricula, addressing a critical gap in early childhood STEM education by providing evidence-based insights into how to enhance foundational STEM dispositions and engagement through inquiry-based, technology-integrated instruction. Full article

While MOOCs have gained prominence in higher education, their role in fostering pedagogical and technological readiness among teachers remains underexplored. This study addresses this gap by leveraging the Technology Acceptance Model to investigate how MOOCs influence teachers’ digitally inclined attitudes and therefore professional growth. By employing a mixed-methods approach, the research explores how perceived usefulness and perceived ease of use influence participants’ behavioural intentions, the emergence and use of MOOCs in teacher education and learning practices from MOOCs. A total of (n = 144) primarily teachers, in their pre-service and in-service stage, completed the “Teaching Thinking” MOOC. Data collection involved pre- and post-course surveys, as well as open-ended questionnaires for a subset of participants. Quantitative findings revealed initial ambivalence toward MOOCs, with moderate Perceived Usefulness and Perceived Ease of Use scores, tempered by concerns over time management and platform usability. Post-course analysis showed significant improvements in participants’ perceptions, highlighting increased acceptance and acknowledgment of MOOCs’ flexibility and access to diverse resources. Qualitative insights underscored key factors driving these shifts, including instructor support, peer interactions, and self-directed learning environment. Results suggest that MOOCs foster critical skills such as time management, problem-solving, and professional engagement while contributing to participants’ self-efficacy and readiness to integrate technology into teaching practices. Challenges identified include technical barriers, lack of personalised feedback, and initial reluctance to adopt online learning. This study underscores MOOCs’ transformative potential in teacher education, emphasising the importance of tailored course design, supportive learning environments, and strategic policy initiatives to enhance engagement and outcomes. Full article

Acquisition of joint attitudes is vital in mine geology but often constrained by underground conditions, while manual cataloging remains inefficient and subjective. To overcome these issues, we propose a mobile phone photography and deep learning-based method. Rock joint images are collected with smartphones, augmented by cutting and rotation, and enhanced using CLAHE. After labeling with Labelme, a dataset is built for training. A ResNet residual module and CBAM attention are integrated into a U-Net architecture, forming the RC-Unet model for accurate semantic segmentation of joints. Post-processing with OpenCV enables contour extraction, and the PCP three-point localization algorithm rapidly calculates joint attitudes. A practical engineering case verifies that intelligent joint identification can replace manual cataloging in relatively simple underground environments. This approach improves efficiency, reduces subjectivity, and provides a rapid, low-cost, and easily storable means for geological information acquisition, highlighting its potential as an effective tool and supplementary method for mine surveys. Full article

Innovation in university education has become a key pillar for improving learning quality and ensuring faculty adaptation to the challenges of the 21st century. This study aims to analyze the innovative competence profile of university faculty, exploring their disposition toward innovation, the use of advanced pedagogical methodologies, and their integration of information and communication technologies (ICT). A quantitative, non-experimental, cross-sectional design was employed, using a validated questionnaire administered to a sample of 136 faculty members at the University of Murcia. Findings indicate that educational innovation in higher education is influenced by both individual and institutional factors. Female faculty members demonstrate greater openness to innovation, particularly in development and training, while those with intermediate teaching experience (11–20 years) report higher implementation of innovative methodologies compared to those with less than 10 years or more than 20 years of experience. Additionally, the Faculty of Education stands out for its integration of innovative strategies, in contrast to other faculties where adoption is more limited. Despite a generally positive attitude toward innovation, shortcomings were identified in the evaluation and dissemination of these methodologies, which hinder their consolidation within the academic community. The results highlight the need for institutional strategies that enhance teacher training, promote effective evaluation, and foster interfaculty collaboration to share experiences and best practices. Full article

The main objective of this study is to determine the knowledge and awareness levels of climate change among preparatory class students at Zonguldak Bülent Ecevit University in the Western Black Sea Region of Türkiye using an unsupervised clustering approach. Within this scope, a survey was administered to university students (n = 280). Participant scores for the survey sections containing five-point Likert-type questions on climate change awareness were calculated using min–max normalization. The normalized data was then processed using the k-means algorithm, a well-known technique in unsupervised machine learning. This resulted in a classification (clustering) related to climate change awareness. The number of clusters was determined using the Silhouette index. Three clusters identified using k-means and Silhouette index ($S\approx 0.55)$ revealed the knowledge and application levels of student groups regarding climate change awareness. As a result of clustering, it was determined that Cluster-3 students (n = 134, 47.9%), defined as having a high level of knowledge and application, had a higher impact value in their overall assessments of green space-focused issues related to climate change awareness compared to the overall assessments of students in other clusters. Some notable findings concerning the attitudes of Cluster-3 students highlight climate change awareness-related practices. These include minimizing water consumption to levels necessary for ecosystem water management (mean = 95.7, std. deviation = 10.9) and exercising controlled, sustainable daily energy use to alleviate pressure on green spaces (mean = 94.4, std. deviation = 12.5). This study offers practical insights for policymakers, educators, and institutions, emphasizing the need to enhance climate education and to promote the active involvement of younger generations in shaping sustainable environments. Full article

The Technology-Enhanced Learning (TEL) Marketplace was a joint initiative by the vice rectorate for academic affairs and the vice rectorate for digitization and change management at Graz University of Technology to modernize lectures. As part of this initiative, an exercise course on chemical thermodynamics was redesigned as a learner-centered course and enriched with interactive learning materials designed to promote self-directed learning. The core of the method used to implement this redesign is interactive notebooks created in Wolfram Mathematica to enable students to work through the examples independently, in depth, and irrespective of time, with the required theoretical background integrated into the notebooks. In this paper, we ask the following questions: RQ1: How did students use and accept the interactive notebooks? RQ2: What was the impact of the interactive notebooks and the corresponding course design as perceived by the students? To answer these questions, we conducted a questionnaire-based survey with 45 course students and statistically analyzed the results. Key results for RQ1 show that $93.33\%$ of the participating students reported using the interactive notebooks, and technology acceptance (1 = low TA, 5 = high TA) was high in both the dimensions of perceived usefulness ($m=3.88$) and attitude ($m=4.24$). Regarding RQ2, our key results show that students perceived the notebooks to have a positive impact on their learning experience, especially regarding their self-directed learning. The results of this work are in alignment with observations by lecturers, which showed that this more student-centric course design and the integration of the interactive learning materials made it possible to clarify detailed questions during the independent learning phase, allowing the interactive part of the course to focus on the tactical approaches, solutions, and problems that arose during the calculations, which raised the overall level of content teaching. Full article

Service or community engaged learning has gained momentum as a strategy for developing engineering students’ professional skills while facilitating engagement with the real-world complexities of engineering problem-solving. Along with other critical scholars of engineering education, we argue that embedding social justice frameworks into engineering education, including sensibility around difference, power, and privilege, is required in order for engineering to meet the great sustainability and equity challenges of our time. This paper investigates how social justice course content and community engaged learning experiences can change engineering student attitudes toward civic engagement and social responsibility. We also explore how such content increases interest in engineering among students underrepresented in the field. Using pre-/post-survey data and focus group discussions, we conducted a quantitative and qualitative evaluation of student experience in an advanced undergraduate engineering course at a public research university that integrated social justice content with hands-on community engaged projects. Our analysis of survey results show that (1) students placed greater importance on justice-oriented civic engagement and socially responsible engineering after completing the course; (2) women and underrepresented racial/ethnic groups demonstrated greater interest in community engaged projects, and women indicated a greater interest in engineering at the end of the course than men; and (3) participation in a community engaged project also increased students’ interest in engineering, humanized problems that might have traditionally been construed as technological, and deepened the value students placed on non-technical forms of knowledge and their sense of moral and ethical responsibilities. Full article

Practising the calculation of determinants is important in linear algebra. A pioneering study involving 580 first-year university students evaluated the impact of game-based learning in higher mathematics education. The participants formed two groups: an experimental group of 279 students and a control group of 301. The experimental group students played the non-digital educational card game DETerminator, designed to help students learn and practise calculating determinants in small square matrices. In contrast, the control group received no intervention, allowing for a clear outcome comparison. Students in the experimental group worked in smaller teams during didactic gameplay sessions that involved solving matrix-determinant problems in a competitive and collaborative classroom setting, enhancing their understanding through interaction and teamwork. The objective of this paper is to provide a detailed presentation of the DETerminator game and showcase its integration as an effective teaching tool for practising essential concepts and theorems related to determinants. Moreover, a quasi-experiment was conducted to explore how incorporating game-based learning can lead to successful and enjoyable mathematical education experiences for students. We used a quantitative approach to assess the effectiveness of the card game on academic achievement. At first, a pre- and post-test design was employed with the experimental group of 279 participants to evaluate the short-term effects of game-based learning. The Wilcoxon test was utilised for hypothesis testing, revealing a large effect size of 0.63. Moreover, the results from related midterm exam problems were statistically analysed to obtain the medium-term impact. The outcomes were compared using the Mann–Whitney U-test. The results demonstrated that the experimental group statistically outperformed the control group, but achieving a small effect size of 0.16, with a mean score of 3.14 out of 7 on the designated midterm exam tasks, compared to the control group’s mean score of 2.5. The small effect size suggests that, although the intervention had a positive effect, it is worth considering what other options there are for increasing the medium-term effect. A Likert-scale questionnaire was used to evaluate students’ attitudes towards the game. Our findings show the importance of incorporating game-based learning strategies in mathematics education at the university level, especially for enhancing students’ proficiency in key topics such as the determinant of a matrix. 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