Search Results (3,164)

This paper investigated how parents’ informal work relates to their children’s academic performance. We interviewed the heads of households with 83 school-aged children in peri-urban Kathmandu to obtain information on parental occupation and child schooling. We also interviewed key informants and conducted focus group discussions to investigate the relationship between working parents’ job profiles and their impression of their child’s school achievement. Parent characteristics, such as work status (formal or informal), educational attainment, family size, and number of children, were recorded. The primary variable of interest was the children’s academic performance, measured as improved or otherwise compared to the previous year. Our analysis confirmed that parents in informal jobs spent more time with their school-going children than their counterparts in formal employment. We found that the parents in informal jobs were relatively more educated in the sample area. The existing literature concurs that parental support significantly influences children’s educational outcomes. Parents in informal jobs, while spending more time with their children, expressed pessimism regarding their children’s school performance and future opportunities. We also found that household wealth, past performance, school type, and the level of supporter education in the family played significant roles in shaping parental perceptions of the child’s school performance. At the same time, we found the nature of the parent’s job did not significantly determine the child’s school performance, ceteris paribus. Full article

Nazarbayev University School of Medicine selected the University of Pittsburgh School of Medicine to guide their curricular development. University of Pittsburgh faculty members teaching in the medical school were asked to help develop the curriculum in Nazarbayev. Some were asked to travel to Nazarbayev University to provide mentoring. Realizing that this would be a new activity, we wanted to investigate the perceived motivations, rewards, and barriers to participation. We conducted open-ended interviews of University of Pittsburgh faculty members, who were asked to participate in a project about motivations for accepting or rejecting the offer. We asked those accepting about the benefits and negatives. Nineteen faculty members agreed to 30 min interviews, which were digitally recorded and transcribed. All interviews were coded. Participating faculty members felt that reviewing their courses improved them. Most noted increased altruism and felt improved as educators. Some felt angst in providing their curricula. Several felt that traveling was challenging, but video conferencing technologies facilitated communication. Interviewees desired tangible rewards. This study highlights faculty perceptions of international curricular development. Faculty members felt that rewards included an improved native curriculum and personal and professional enrichment. Time constraints and distance were the main challenges and the primary reason others declined. The faculty perceived multiple benefits from this curricular development and collaboration. More transparency regarding expectations and the degree of assistance Nazarbayev University needed may have assuaged these fears. Full article

Digital pedagogies have significant potential to enhance classroom learning, and teachers are increasingly seeking ways to integrate these approaches. Combining video with drama provides students with opportunities to explore technology while expressing themselves through dramatic performance. This article presents a qualitative case study exploring the use of creative videomaking as a literacy strategy in an upper primary class at a high-diversity Australian school. The research explored different forms of literacy involved in collaborative videomaking, as well as benefits and challenges associated with this approach. Thematic analysis of observations, interviews, and student videos identified collaborative drama and videomaking as an engaging and inclusive pedagogy for diverse learners. Benefits included a strong focus on oral and visual communication and an authentic use of digital technologies. Written literacy would have benefitted from separate sessions targeting scriptwriting, however, and although critical digital topics captured students’ interest, these also needed more time than was allocated. Other challenges included increased self-consciousness for some students when recording their voices, limitations of filming in a classroom, and additional time needed for lesson preparation. Further findings showed drama strategies were particularly useful for improving at-risk students’ confidence and sense of identity as learners and speakers of English. Overall, integrating videomaking into literacy instruction effectively fostered multimodal and technological literacy, creativity, and identity for diverse students. Full article

This article reports on the first qualitative phase of an exploratory sequential mixed method (ESMM) research design focusing on EFL pronunciation instruction in Spanish primary schools. Firstly, it presents an analysis of the National Curriculum in light of recent policy changes and adaptations across seventeen Autonomous Communities (AACC) to assess coherence and the scaffolding of contents. Secondly, based on results from Focus Groups with eight instructors from five different schools and two different AACC, teachers’ perceptions on EFL pronunciation teaching in the current curriculum change are examined according to two main strands, i.e., Curriculum Design and Development and Teacher Professional Development. The results reveal asymmetries in Curriculum Contents regarding specificity and teaching methodologies, as well as some conceptual inconsistencies and dispositions that seem to be leading to overregulation, particularly in relation to increased measures of public accountability. These appear to be heightening tensions that are causing a mismatch between the intended Curriculum and the instructor-experienced curriculum. Another key observation is that, in this scenario, the positive beliefs and attitudes of primary school teachers towards EFL pronunciation are insufficient for optimal teaching. Intervention measures and innovations are suggested to improve the situation, which may be extrapolated to other similar EFL contexts. Full article

Background/objectives: A child’s working memory needs to be efficient in order to perform well at school, because its manipulative function needs to work properly in order to compose and decompose words, a skill that is necessary for reading. Therefore, if a child with an alteration in this type of memory reads a more complex sentence, they will have difficulty storing it until other cognitive processes involved in language comprehension and production take place, leading to impaired reading comprehension. The aim of this study was to develop and verify the applicability of a remediation program for working memory and reading in students with learning difficulties from the third to fifth grades of primary school. Methods: The study was carried out in two phases: phase 1 developed the program on the basis of a literature review, and phase 2 verified the applicability of the program in a pilot study with 21 schoolchildren divided into two groups. The subjects were subjected to tests of metalinguistic and reading skills and the Brief Child Neuropsychological Assessment Instrument. Results: The working memory and reading remediation program consisted of 11 tasks developing phonological and visuospatial working memory. From the results of the application of the Remediation Program With Working Memory and Reading (RP-WMR) in a pilot study, it was possible to verify the applicability of the program; in other words, the strategies developed for students with learning difficulties can be generalised and applied to students who have deficits in working memory and reading. Conclusions: The result of this research indicates that the structured program for remediation of working memory difficulties has proven to be applicable and can help education professionals as a tool for intervening in working memory deficits and reading decoding skills presented by students with learning difficulties. Full article

In recent years, rapidly advancing technology has reshaped our world, holding the potential to transform social and economic structures. The United Nations’ Sustainable Development Goals (SDGs) provide a comprehensive roadmap that promotes not only economic growth but also social, environmental, and global sustainability. Meanwhile, artificial intelligence (AI) has emerged as a critical technology contributing to sustainable development by offering solutions to both social and economic challenges. One of the fundamental ideas is that education should always maintain a dynamic structure that supports sustainable development and fosters individuals equipped with sustainability skills. In this study, the impact of various variables related to AI applications in primary education at the elementary school level, in line with sustainable development goals, was evaluated using a mixed meta-method complemented with quantitative analyses. Within the framework of the mixed meta-method, a meta-analysis of data obtained from studies conducted between 2005 and 2025 was performed using the CMA program. The analysis determined a medium effect size of g = 0.51. To validate the meta-analysis results and enhance their content validity, a meta-thematic analysis was conducted, applying content analysis to identify themes and codes. In the final stage of this research, to further support the data obtained through the mixed meta-method, a set of evaluation form questions prepared within the Rasch measurement model framework was administered to primary school teachers. The collected data were analyzed using the FACETS program. The findings from the meta-analysis document review indicated that AI studies in primary education were most commonly applied in mathematics courses. During the meta-thematic analysis process, themes related to the impact of AI applications on learning environments, challenges encountered during implementation, and proposed solutions were identified. The Rasch measurement model process revealed that AI applications were widely used in science and mathematics curricula (FBP-4 and MP-2). Among the evaluators (raters), J2 was identified as the most lenient rater, while J11 was the strictest. When analyzing the AI-related items, the statement “I can help students prepare a presentation describing their surroundings using AI tools” (I17) was identified as the most challenging item, whereas “I understand how to effectively use AI applications in classroom activities” (I14) was found to be the easiest. The results of the analyses indicate that the obtained data are complementary and mutually supportive. The findings of this research are expected to serve as a guide for future studies and applications related to the topic, making significant contributions to the field. Full article

Long COVID, where symptoms persist after recovering from COVID-19, can affect cognitive functions like language. However, little is known about its impact on children’s language skills, especially across different school levels. This study investigated the impact of long COVID on language proficiency among 1244 children (Asian; 53.5% boys) from kindergartens (N = 408, M_age = 4.42 ± 1.26 years), primary schools (N = 547, M_age = 9.69 ± 1.96 years), and secondary schools (N = 289, M_age = 14.97 ± 1.85 years) in Hong Kong. Language proficiency was assessed using the Language Experience and Proficiency Questionnaire (LEAP-Q), which measured speaking, listening, reading, and writing in both Chinese and English. Participants were categorized into three groups: long COVID, recovered from COVID-19, and no history of COVID-19. One-way and two-way ANOVAs were used to analyze the differences in language proficiency across these groups and school levels. Children with long COVID symptoms exhibited significantly lower overall language proficiency, particularly in speaking and listening, compared to those in the recovered and no-COVID groups. The effect was more pronounced among primary and secondary students, with secondary school students showing the most substantial deficits. No significant differences were found between the recovered and no-COVID groups. The results suggest that long COVID might have detrimental effects on children’s linguistic proficiency. The language development of older students who suffered from long COVID could benefit from receiving targeted educational and therapeutic interventions. Full article

This study analyzes the behavioral characteristics of interactions between an experienced Chinese teacher and students in an elementary Chinese classroom through a case analysis, aiming to provide insights for novice teachers. Using the Flanders Interaction Analysis System (FIAS), this research evaluated interaction patterns in a 45 min Chinese demonstration class involving eight students from European, American, and Southeast Asian countries. The results showed the following: (1) The teacher’s speech accounted for 44.72% of class time, and they mainly used direct language to guide students. (2) Students’ speech accounted for 41.27%, showing their active participation but limited autonomy in self-initiated talk and independent engagement. Improvements are needed in students’ ability to initiate more speech and engage independently without teacher prompts. (3) Classroom structure reflects “student-centered, teacher-led” principles through open questioning and peer interaction. This study proposes some practical recommendations, advocating for increasing opportunities for student-initiated discourse, implementing structured questioning techniques, and strengthening collaborative group work. These findings provide empirical insights into balancing teacher–student interaction dynamics in cross-cultural language classrooms. Full article

Background: Schistosomiasis (SCH) and soil transmitted helminthiasis (STH) have been targeted for elimination as a public health problem (EPHP) within the World Health Organization (WHO)’s Roadmap for Neglected Tropical Diseases (NTDs) 2021–2030. One of the global strategies for the control and elimination of these diseases is the mass administration of praziquantel and albendazole/mebendazole without prior individual diagnosis. To measure the progress towards the 2030 target, we conducted an assessment to determine the impact of the 3–5 rounds of annual mass drug administration among school age children in Ekiti State. Such scientific insights into the impact of these treatments will facilitate improved planning and targeting of resources towards reaching the last mile. Methodology: This assessment was conducted in 16 local government areas (LGAs) of Ekiti State between October and November 2023. Samples were collected from pupils in 166 primary and junior secondary schools across 166 wards of the State. Urine and stool samples were collected from 7670 pupils of ages 5 to 14 years, following standard laboratory procedures. Urine membrane filtration techniques were used for urine preparation while the Kato–Katz technique was used for stool preparation. A novel AiDx digital microscope was used to examine the presence of any ova in the prepared specimen. Parasite ova in urine were reported as the number of ova/10 mL of urine, and were categorized as light infection (˂50 ova/10 mL of urine) or heavy infection (>50 ova/10 mL of urine) while ova of parasites in stool samples were reported as eggs per gram of stool (EPG) and categorized into light, moderate and heavy infection. Results: Overall, 0.76% (0.56–0.95) at 95% CI of the 7670 respondents were infected with Schistosomia haematobium. No Schistosoma mansoni infection was recorded in the study. Similarly, 3.9% (3.43–4.29) at 95% CI were infected with STHs. The overall prevalence of schistosomiasis had significantly reduced from 8.2% in 2008 to 0.8%, while the overall prevalence of STHs significantly reduced from 30.9% to 3.9% with Ascaris lumbricoides being the dominant species of STH. In the 16 LGAs assessed, Ekiti West had the highest S. haematobium prevalence of 4.26%. Ise/Orun and Oye ranked second and third with a prevalence of 3.48% and 2.40% respectively, while all other LGAs had <1% prevalence. The prevalence of STHs was highest in Ekiti-West with a prevalence of 10.45% while Emure and Ikole Local Governments had the lowest prevalence of 0.31% and 0.38%, respectively. There was no significant difference in the prevalence of schistosomiasis between male (0.76%) and female (0.75%) as p ≥ 0.05. Similarly, the difference in prevalence for STH among males (3.95%) was not significantly different from their female counterparts (3.77%), p ≥ 0.05. Conclusions: Based on the WHO guidelines, this study demonstrated that only three LGAs require continued MDA every 2/3 years, seven require only surveillance while six are now non-endemic for schistosomiasis. Similarly, two of the LGAs require one round of MDA yearly, eight LGAs need one round of MDA every two to three years and six LGAs are now below the treatment threshold and no longer require treatment for STH. Full article

When the use of video games is inappropriate in terms of time and content, it becomes a health risk. The objective of the present study was to analyze the psychometric properties of the Video-Game-Related Experience Questionnaire (CERV), determine its problematic use and know the link between the use of mobile devices (MD) and Mexican children. Methods. The study followed an instrumental and comparative design, with n = 519 children. Of these, 61.5% were from Jalisco, and 38.5% were from Nuevo Leon. The sample consisted of 50.1% girls, with 39.7% and 33.7 were in sixth and fifth grade of primary school, respectively. The mean age of participants was 10.50 ± 0.94 years, with ages ranging from 9 to 13 years. In addition, 86.7% of children had access to a DM, 45.3% of children who had a DM used it to play, and 59.0% exceeded the recommended usage time of more than two hours. The Video-Game-Related Experience Questionnaire was used. For the factorial structure, a confirmatory factor analysis was conducted using the Diagonal Weighted Least Squares (DWLS) estimation method. The goodness-of-fit indices were as follows: chi-square value over degrees of freedom (X²/gl), CFI, NNFI, and RMSEA. Results. The goodness-of-fit indices were shown as follows: X²/gl = 1.16; RMSEA = 0.018; SRMR = 0.048; CFI = 0.99; TLI = 0.99; NNFI = 0.99. Acceptable reliability was found with both Cronbach’s alpha and McDonald’s omega greater than 0.80. Furthermore, 41.6% of participants had potential or severe problems with video game use, and the use of mobile devices (DMs) was significantly associated (p < 0.001) with potential or severe problems. Conclusion. It is suggested that educational programs be implemented regarding the consequences of excessive video game use, the usage of DMs, and the importance of restrictive use per se for parents. Full article

Vaccinations are among the most effective means of preventing hospitalizations related to infections. Despite this, high hospitalization rates for vaccine-preventable diseases strain available healthcare resources and imply deficiencies in primary care. Barriers to vaccinations exist, such as the recent pandemic, vaccine hesitancy, misinformation, and access to care. This study analyzes hospitalization rates due to vaccine-preventable conditions and identifies factors contributing to an increase in these rates in the southeast United States. This study used data from four different data sources. The data covers four pre-pandemic years (2016 to 2019) and the pandemic period (2020 to 2022). The analysis categorized the numbers and rates of hospitalizations for conditions with an available preventative vaccine across three age groups: pre-school aged children, school-aged children, and adults. Comparisons between school- versus non-school-mandated vaccines and a focus on differences between rural versus urban communities, as well as demographic characteristics (i.e., gender, race, and ethnicity), are included. Chi-squared tests were used to assess differences in this descriptive part of the analysis. Linear multiple regression was used to examine the independent influence of geographic location while accounting for potential longitudinal trends and the dimensions of the SVI, including socioeconomic status, household composition, disability, minority status and language, and household type and transportation. The dataset included data from 22,797,826 inpatient episodes, including 32,358 for which the principal reason for hospitalization was a vaccine-preventable condition, not including COVID-19. The analysis shows a consistent pattern characterized by higher rates of hospitalization for counties classified as rural. The pattern holds for preschool age (p < 0.001), school age (p = 0.004), and adults (p = 0.009). The differences are statistically significant in the white population (p = 0.008); in pre-school children, school-age children, and adults (p < 0.001); in females (p = 0.08 in pre-school, and p = 0.013 in adults); and black adults (p = 0.02). The regression results confirmed the findings of the descriptive analysis, indicating significantly higher rates in rural communities. Finally, the regression analysis also showed significantly higher rates associated with greater social vulnerability. This study highlights gaps in vaccination opportunities. These gaps can be seen geographically and in terms of social vulnerability, affected by factors such as poverty, language barriers, household composition, and access to care. Hospitalizations due to immunizable diseases were found to be higher in rural areas, particularly among adults. Communities with a high SVI show a significant increase in hospitalization rates. Community-engaged vaccination outreach programs and state policies could improve vaccination rates, and therefore, public health in rural areas, reducing hospitalizations, and lowering infectious disease risks in these areas. Full article

Guiding future awareness of and attitudes on the importance of nature and understanding environmental change is crucial for its future mitigation. A barrier to acting on issues such as climate change, however, is the time scale at which they occur and the lack of tangibility around key concepts such as the impact they have on phenotypic shifts in fauna and flora. Here, we assessed an environmental education intervention integrated into a mainstream curriculum that included cooperative learning and a practical environmental biology experiment. We aimed to understand if this intervention increased both the awareness of environmental change and intention to act in primary-school-aged children. We selected 150 students (5–11 years) from Oakhurst Community Primary School, UK, and assessed the intervention via the Draw-Our-Environment (DOE) test and an Environmental Perception Survey (EPS). We showed how a curriculum inclusive of more than tokenistic environmental education, developed through considering a combination of different active learning activities, favoured a clear increase in environmental awareness and intention to act. Via path analysis, we showed that an increase in environmental awareness (assessed via the DOE test) determined an increase in individual orientation on pro-environmental behaviours (assessed via the EPS). Experiential learning helps students to understand the physical processes of environmental change and increase awareness of environmental problems. This has the potential to alter perceptions of young people’s attitudes on the importance of and willingness to act against environmental change. Full article

Background and Objectives: Maintaining an appropriate hydration status is crucial for promoting health. Children, who are in the process of growth and development, are at a higher risk of insufficient water intake and dehydration. This study aimed to compare water intake among children with different levels of dietary sodium intake, and explore the relationship between hydration status, and dietary sodium intake and water intake. Methods: In this cross-sectional survey, 155 students in grades 4–6 from a primary school in Binyang County, Nanning, Guangxi, were recruited. Water intake from fluid was assessed using a validated 7-Day 24 h Fluid Intake Survey Questionnaire (days 1–7). Food intake was recorded and weighed using the duplicate diet method on days 5, 6, and 7. The water content in food was determined using the direct drying method, and dietary sodium intake was measured using inductively coupled plasma-optical emission spectrometry (ICP-OES). Urine osmolality was measured at two time points (morning and before afternoon classes) on days 5, 6, and 7 to assess hydration status. Results: A total of 155 participants (87 boys and 68 girls) completed the study, with a completion rate of 100%. The average dietary sodium intake, total water intake (TWI), water intake from fluid, and water intake from food were 1647 mg, 2039 mL, 956 mL, and 1175 mL, respectively. Among the participants, 19.4% exceeded the recommended sodium intake (2000 mg/day), 41.9% did not meet the adequate daily water intake from fluid, and 63.2% did not meet the adequate daily total water intake. When participants were divided into quartiles based on dietary sodium intake, significant differences were observed in water intake from fluid (p = 0.031) and food (p < 0.001). The water intake from fluid among participants in the HS1 (982 mL) and HS2 groups (997 mL) was higher than that among participants in LS2 (759 mL). Water intake from food increased progressively with increasing sodium intake (851 mL, 1075 mL, 1224 mL, and 1550 mL). Urine osmolality was associated with meeting the daily adequate water intake from fluid (p = 0.006), but not with exceeding the sodium intake standard (p = 0.787). There was no interaction between meeting the daily adequate water intake from fluid and exceeding the sodium intake standard (p = 0.413). Conclusions: Insufficient water intake was common among children. Children with a higher dietary sodium intake had a higher water intake from fluid and food. Urine osmolality was closely related to daily water intake from fluid, but not to sodium intake. Full article

Improving energy efficiency in post-primary-school buildings is crucial for decarbonisation, yet existing strategies often focus on costly renovations, rather than operational optimisations. This study addresses the research gap by investigating how targeted adjustments in building operation can achieve significant energy savings without major renovations while maintaining user comfort. This research employs the interdisciplinary ENERGE Project framework and a five-step methodology that integrates technical and behavioural approaches to identify savings opportunities. Central to the approach is an energy audit, which analyses building performance, benchmarks consumption against local standards, and categorises energy use to prioritise interventions. The methodology involves planning, implementing, and evaluating savings strategies with stakeholder engagement. Educational buildings were selected as pilot sites due to their important building stock and potential for dissemination. The results of a case study with empirical validation in Luxembourg demonstrate significant energy-saving opportunities, particularly in baseload consumption. By adopting reduced operational modes during unoccupied periods, energy use was minimised without compromising comfort. Monitoring revealed substantial reductions in electricity consumption, with an additional 5% savings achieved by adjusting light levels in common areas to meet standard requirements. Moreover, adapting the operational schedules of pumps and ventilation systems in a swimming pool to actual usage patterns yielded estimated savings of 12 MWh/a. These findings highlight the potential to achieve meaningful energy savings without requiring high investments or deep renovations, which in many cases face performance gaps. Success relies on adaptable operational settings and active engagement of the entire stakeholder chain to realise sustainable and impactful energy-saving measures. Furthermore, the saving measures tested in educational buildings can be replicated in the residential sector. Full article

This research investigates the challenges and opportunities rural elementary teachers perceive in using AI as a pedagogical tool to support student learning in rural schools. Using a convergent parallel mixed methods approach, we analyzed the responses from 45 rural teachers who participated in professional development on AI integration in rural education. Through both closed-ended and open-ended survey responses, we employed an adaptation of the TPACK framework (I-TPACK) and the AI literacy framework proposed by UNESCO to identify the primary challenges and opportunities in utilizing AI for pedagogical purposes in rural education. The results highlight resource accessibility and teacher professional development as critical challenges and opportunities to reduce the digital divide in rural communities. Teachers see the inclusion of AI as an opportunity to personalize learning, reduce workload, and facilitate teaching in multigrade classrooms without perceiving it as a job threat. At the same time, they emphasize the need for technological and didactic resources aligned with the specific characteristics of their contexts, such as offline resources and adaptable AI curricula to address the prevalent issue of limited or absent internet connectivity in many rural schools. Full article