Search Results (2,057)

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

Aims: This study aimed to determine the prevalence of nurses in a Latin American leadership school who meet advanced nurse standards. Design: A descriptive cross-sectional study was conducted. Methods: Data were collected between January and November 2024 from a total of 92 participants from the Latin American Leadership School of FUDEN-FEPPEN (Foundation for the Development of Nursing—Pan American Federation of Professional Nurses). The response rate was 13%. The Spanish version of the APRD (advance practice role delineation) was validated in Spanish. The study was approved by the Social Ethics Committee of UCLM (Universidad Castilla-La Mancha). Inference analysis was performed to examine factors associated with advanced practice domains. Results: A total of 92 nurses participated in the study. Among the participants, 35.86% (33 nurses) met the requirements for advanced practice nurses and the minimum training required by the International Council of Nurses. Nurses in both primary care and specialized care perform more advanced practice activities in direct care; however, nurses practicing teaching and research perform more advanced practice activities in the indirect practice domains (training, research and teaching). Conclusions: The percentage of nurses participating in the Latin American leadership school who met the standards was determined, with the most frequent domains those related to direct care, such as expert care planning, integrated care, and inter-professional collaboration. Implications for the profession and patient care: To our knowledge, this is the first study that describes the profile of advanced practice nurses in the Latin American context. This study shows that advanced practice activities exist and are practiced, but there is no clear delimitation or regulation of these activities. Reporting method: The study was conducted following the STROBE guidelines. Public contribution: This study did not include patient or public involvement in its design, conduct, or reporting. Full article

Accurate short-term forecasting of urban water demand is a persistent challenge for utilities seeking to optimize operations, reduce energy costs, and enhance resilience in smart distribution systems. This study presents a multi-scale Artificial Neural Network (ANN) modeling approach that integrates temporal lag optimization to predict daily and hourly water consumption across heterogeneous user profiles. Using high-resolution smart metering data from the SunRise Smart City Project in Lille, France, four demand nodes were analyzed: a District Metered Area (DMA), a student residence, a university restaurant, and an engineering school. Results demonstrate that incorporating lagged consumption variables substantially improves prediction accuracy, with daily R² values increasing from 0.490 to 0.827 at the DMA and from 0.420 to 0.806 at the student residence. At the hourly scale, the 1-h lag model consistently outperformed other configurations, achieving R² up to 0.944 at the DMA, thus capturing both peak and off-peak consumption dynamics. The findings confirm that short-term autocorrelation is a dominant driver of demand variability, and that ANN-based forecasting enhanced by temporal lag features provides a robust, computationally efficient tool for real-time water network management. Beyond improving forecasting performance, the proposed methodology supports operational applications such as leakage detection, anomaly identification, and demand-responsive planning, contributing to more sustainable and resilient urban water systems. 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

The educational philosophy of the Nuns’ Buddhist Academy at Pushou Monastery, Mount Wutai, is based on the principles of “Hua Yan as the foundation, precepts as the practice, and Pure Land as the destination.” This philosophy draws upon Buddhist scriptures, integrating descriptions of the Pure Land practice found in the Avatamsaka Sūtra and the Amitābha Sūtra. This approach translates the textual teachings of Buddhist classics into real-life practice, expressing the concept of “the non-obstruction of principle and phenomenon” in the tangible activities of practitioners. It also allows for the experiential understanding of the spiritual realms revealed in the scriptures during theoretical learning and practice. The philosophy of the Nuns’ Academy embodies the practical emphasis of Chinese Buddhism, guiding all aspects of learning and practice. This paper argues that the pure land practice is living. In order to understand pure land practice, there should be a comprehensive viewpoint. It is needed to explore this way of practice through the analysis of textual analysis, figuring its root in Buddhis sūtra, as well as a sociological method to investigate its manifestation at the present society. Moreover, the spiritual dimension should not be neglected for a full-scale study. In this sense, the pure land school is living at present. 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

Primary school teaching buildings represent a typical category of densely populated public architecture, where the safe evacuation of occupants is essential to ensuring their safety. The spatial organizational structure plays a pivotal role in determining overall evacuation efficiency. However, systematic research linking spatial organization with evacuation performance remains limited. This study addresses this gap by analyzing 102 real-world cases of primary school teaching buildings, identifying common spatial organizational patterns, and developing a spatial structural framework based on fundamental units and their organizational relationships. A hybrid methodology integrating weighted network analysis and evacuation simulation is employed to quantitatively evaluate the relationship between spatial organization types and evacuation performance, ultimately proposing three design principles—Integrity, Balance, and Stability—to guide evacuation efficiency optimization. The findings provide a methodological reference for evacuation research in public buildings and offer practical design guidance for optimizing primary school facility layouts. Full article

Urban school environments often face significant thermal discomfort due to extensive paved surfaces, limited vegetation, and outdated building designs. This study examines how green spaces can mitigate temperature extremes and improve thermal comfort at two secondary schools in Coimbra, Portugal: Escola Secundária José Falcão (ESJF) and Escola Secundária D. Dinis (ESDD). Using a mixed-methods approach that combined school community surveys with on-site microclimatic measurements, we integrated user feedback on comfort with data on temperature and humidity variations across different indoor and outdoor spaces. Results revealed that tree-shaded areas consistently maintained lower air temperatures and higher relative humidity than unshaded zones, which experienced intense heat accumulation—up to a 5 °C difference. At ESJF, the older infrastructure and large asphalt surfaces led to severe heat retention, with east-facing classrooms recording the highest indoor temperatures. ESDD’s pavilion-style layout and existing green spaces provided comparatively better thermal conditions, although insufficient vegetation maintenance and limited shade reduced their effectiveness. The findings demonstrate a clear correspondence between the school community’s perceptions of thermal comfort and the measured microclimatic data. Vegetation—particularly deciduous trees—plays a critical role in cooling the school microclimate through shading and evapotranspiration. Strategic interventions such as expanding tree cover in high-exposure areas, installing green roofs and walls, and carefully selecting species can significantly reduce temperature extremes and improve outdoor usability. In addition, fostering environmental education and participatory co-design programs can encourage sustainable behaviors within the school community, underlining the importance of inclusive, nature-based solutions for climate adaptation. This research highlights that integrating green infrastructure in school design and management is a cost-effective strategy for thermal regulation. Green spaces, when co-designed with community involvement, not only enhance climate resilience and student well-being but also contribute to broader sustainable urban development goals. 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

While researchers of children in early years education promote the development of computational thinking (CT) abilities, many teachers are unaware of, or resistant to, the idea of teaching CT to such young children. This study explored the possibility of utilising everyday items and topics to develop CT abilities in a class of 24 four-to-five-year-old children. Over six weekly sessions, the children took part in innovative guided play activities integrated with class topics: Celebrations, Forest School and Christmas. Each session consisted of two activities: Task A consisted of deconstructing, evaluating and choosing equipment or items, and Task B consisted of sequencing and debugging the order of the activity, e.g., wrapping a birthday present. Two methods of assessment were utilised: quantitative where children were asked to do simple pencil and paper tasks and the sequencing or placement of pictures to record their accuracy; and qualitative where children were individually asked to explain their results. The findings indicate progress was made in task performance and the development of children’s logical reasoning and thinking abilities. Full article

Proportional reasoning is a crosscutting concept identified as necessary for student success in upper-level mathematics as well as science, technology, and engineering. Research on middle-grade mathematics learning shows that students tend to develop stronger understandings of mathematical concepts when they learn through constructionist real-world projects that are relevant and meaningful to them. In this qualitative exploratory research study, we developed and implemented a Challenge-Based Learning through Making project for a middle school engineering class to investigate how students demonstrate their understanding of proportional reasoning through designing and making physical and digital artifacts, mentored by industry experts, and within the context of a school makerspace. Our findings showed that students accurately represented their understanding of proportionality through their digital artifacts more than any other modality available, contrasting previous findings in the relevant literature. Findings regarding the integration of professional technology for digital 3D modeling, mentorship of industry experts, and the prevalence of mathematical estimation in digital modeling provide avenues for further research vis-a-vis the role of expert mentorship in middle school STEM design challenges and mathematical estimation in spatial reasoning for design. Implications for the practice and the field of STEM learning are discussed. 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

Choral singing is a widely practiced form of group music-making that has been associated with various positive well-being outcomes. While existing research highlights its benefits for adults and clinical populations, how choir participation affects healthy youth is explored to a lesser extent. This quantitative study examined differences in well-being between informal (extracurricular) and formal (school) youth choir singers in Slovenia and Serbia. A total of 274 choir members aged 15–24 completed an online questionnaire, including extracurricular (n = 77) and school (n = 197) singers. Standardized instruments tested general well-being (WHO-5), life satisfaction (SWLS), positive mental health (MHC-SF), emotional states in choir and in life (PANAS), social support (SPS-10), and perceived benefits from choral singing (CAPBES). Findings revealed that extracurricular choir singers reported significantly higher social connectedness and overall well-being subscales related to perceived benefits from choir participation, and passion in life, compared with school choir singers. School members had higher scores in subscale self-disgust within the negative affect in life scale. Positive and negative emotions within choir were similar for both groups. No significant differences were observed in life satisfaction, mental health, and social support in life. These results indicate that voluntary, informal (extracurricular) choir participation is associated with enhanced well-being, stronger social benefits, and higher positive emotions in life, compared with formal (school) choir participation. Integrating more voluntary choir opportunities into educational and community programs may increase inclusion and provide positive youth development. Full article

Background/Objectives: Childhood eye disorders, including refractive errors, strabismus, and amblyopia, are prevalent yet often underdiagnosed in Saudi Arabia. Limited data on barriers to pediatric eye care hinder efforts to optimize service delivery. This study aimed to identify barriers to accessing pediatric eye care and to develop consensus-based strategies for improvement. Methods: A Delphi technique involving three iterative rounds of questionnaires was conducted with a panel of 22 eye care experts across Saudi Arabia. Consensus was defined as ≥80% agreement among participants. In total, 30 statements were developed from thematic analysis of open-ended responses and a supporting literature review. Panelists rated each statement on a five-point Likert scale, and descriptive statistics were applied. Internal consistency across rounds was assessed using Cronbach’s alpha. Results: Of the 30 proposed statements, 25 (83.3%) reached consensus, with a mean agreement score of 4.45 ± 0.59. Internal consistency was high (Cronbach’s alpha = 0.92). High-priority recommendations included implementing mandatory vision screening, integrating optometrists into primary healthcare, and establishing specialized pediatric eye care centers. Other recommendations emphasized expanding mobile clinics and increasing public awareness. Areas that did not reach consensus included referral inefficiencies, adequacy of the current workforce, and school accommodations for children with visual impairment. Conclusions: This study presents the first national consensus on pediatric eye care in Saudi Arabia and provides actionable recommendations to strengthen services. The findings offer a strategic framework to guide policy, enhance workforce development, and reduce childhood visual impairment through early detection and intervention. Full article

This study examines refugee integration in South Korea’s emerging asylum context by analyzing how education policies and practices shape inclusion, drawing on interviews with 23 key informants from government and civil society. Despite legal frameworks guaranteeing access, findings reveal how institutional, sociocultural, and political factors create significant policy–practice gaps, hindering both structural integration (enrollment, curriculum, language of instruction, certification) and relational integration (sense of belonging) in schools. Barriers include bureaucratic obstacles, language barriers, discrimination, and limited post-secondary pathways. While civil society actors create opportunities, broader systemic changes are needed to promote the meaningful inclusion of students with refugee backgrounds in South Korean society. Full article