Search Results (812)

It is well recognized that Norwegian kindergartens have an important role in ensuring inclusion among all children, but the actual implementation of inclusive practices can vary greatly in early childhood education. Particularly how the inclusion of children with Autism Spectrum Disorder (ASD) is supported in kindergartens has raised concerns, and research focusing on the current circumstances in Norway is scarce. To fill in this gap in research, our study examined pedagogical leaders’ approaches to promoting inclusion of children with autism in kindergartens. The method of empathy-based stories (MEBS) was used to collect stories from 32 participants working in kindergartens. Qualitative analysis of participant produced stories revealed that inclusion of children with autism consisted of two themes: (1) professional framework for inclusion and (2) empathetic approaches to inclusion. The findings provide suggestions for further research and development work related to inclusion of children with ASD in early childhood education. Full article

The development of existing technologies and the emergence of new technologies aiming at the total decarbonization of the buildings sector by 2050 requires and encourages upskilling and reskilling of existing professionals as well as the development of new subjects from higher education courses to be able to respond to the demands of these challenges. In responding to those challenges, the main objective of the research is to design, implement, and evaluate a novel, integrated, and transnational educational approach aimed at equipping professionals and students in the construction sector with the necessary skills to achieve sustainable and energy-efficient buildings. This study aligns with the European Union’s 2050 decarbonization goals by developing innovative methodologies that address the multidisciplinary challenges of sustainable building design, operation, and renovation. The proposed educational approach was developed in the framework of an Erasmus+ project entitled “Training for Sustainable and Healthy Building for 2050 (BUILD2050)”. Six higher education institutions from five European countries joined forces to create transversal skills in the building sector knowledge for emerging challenges through an integrated training composed of eight training courses for students and professionals of the construction area. In this work, the pedagogical approach used to develop the course contents, curricular development issues, technology, and infrastructure, as well as student support, the results obtained from the evaluation carried out after the pilot training of the eight training courses, and best practices and lessons learned, are presented and discussed. The courses’ learning objectives, the learning material, and the assessment activities were well-accomplished. However, based on the feedback of students and teachers, some improvements for future editions of the courses are required. Full article

Educational dialogue classification is a critical task for analyzing classroom interactions and fostering effective teaching strategies. However, the scarcity of annotated data and the high cost of manual labeling pose significant challenges, especially in low-resource educational contexts. This article presents the EduDCM framework for the first time, offering an original approach to addressing these challenges. EduDCM innovatively integrates distant supervision with the capabilities of Large Language Models (LLMs) to automate the construction of high-quality educational dialogue classification datasets. EduDCM reduces the noise typically associated with distant supervision by leveraging LLMs for context-aware label generation and incorporating heuristic alignment techniques. To validate the framework, we constructed the EduTalk dataset, encompassing diverse classroom dialogues labeled with pedagogical categories. Extensive experiments on EduTalk and publicly available datasets, combined with expert evaluations, confirm the superior quality of EduDCM-generated datasets. Models trained on EduDCM data achieved a performance comparable to that of manually annotated datasets. Expert evaluations using a 5-point Likert scale show that EduDCM outperforms Template-Based Generation and Few-Shot GPT in terms of annotation accuracy, category coverage, and consistency. These findings emphasize EduDCM’s novelty and its effectiveness in generating high-quality, scalable datasets for low-resource educational NLP tasks, thus reducing manual annotation efforts. Full article

The leadership of the university teacher has the most important role in the development of the educational institution and society. Universities are facing rapid societal changes and the need for innovative pedagogical approaches, including the potential for faculty members to emerge as leaders both within and beyond their classrooms, becomes increasingly salient. Teacher leadership in this context represents a collaborative ethos, where educators engage in shared decision making, curriculum development, and pedagogical innovation, thereby enhancing both academic and institutional outcomes. University teachers play a crucial role in achieving the 4th Sustainable Development Goal by leveraging their leadership skills to provide inclusive, equitable, and high-quality education. Teacher leadership and student satisfaction are considered to be interconnected but, in turn, teacher leadership is influenced by teacher disposition. The intricate interplay between professor leadership and student satisfaction within higher education institutions (HEIs) reveals significant implications for both faculty and student experiences. This study investigated two aspects: firstly, the effect of teacher dispositions, especially motivation, communication, conscientiousness, teacher efficacy and willingness to learn, teacher leadership, and secondly, how teacher leadership affects student learning satisfaction. A survey was developed using questionnaire structural equation analysis using SmartPLS 4.0. Three hundred eighty-nine students studying in public universities in Mongolia participated in the survey. The research results show that teacher dispositions such as motivation, communication, and conscientiousness positively affect teacher leadership. In addition, it was proven that teacher leadership positively affects student learning satisfaction. Full article

Background/Objectives: Socio-affective relationships have garnered increasing attention in recent years as a means to enhance coexistence and well-being. Within this context, educational institutions play a pivotal role in shaping peaceful coexistence and promoting well-being among future generations. Physical Education (PE) is particularly significant, because it integrates cooperative–opposition activities, which blend collaboration and competition, fostering socio-emotional development. This systematic review aimed to investigate how PE contributes to coexistence and socio-affective well-being in adolescents aged 12 to 18. Methods: Using the PRISMA 2020 framework, 15 empirical studies were analyzed from seven databases. Studies were selected based on PICOS criteria: secondary education students (Population), cooperative–opposition activities (Intervention), control groups or pre-post designs (Comparison), relational and emotional dimensions (Outcomes), and quantitative methodologies (Study design). Results: Interventions grounded in the Motor Conduct Education and Sports Education Model significantly reduced interpersonal conflicts and improved social skills and emotional well-being. Positive emotions predominated in these activities, fostering stronger peer relationships within classroom groups. Approaches emphasizing task-oriented pedagogies were less effective than those centered on peer support in eliciting positive emotional responses. Conclusions: This review underscores the transformative potential of innovative educational strategies in PE to enhance coexistence and socio-affective well-being. Future research should explore the comparative efficacy of various pedagogical models and their long-term impact. These findings provide valuable guidance for educators and policymakers seeking to promote holistic development in adolescents through PE. Full article

This study analyzes the impact of interactive technologies on the motivation and engagement of university students in online courses. Through a systematic literature review and a comparative analysis of existing technologies, 64 articles published between 2020 and 2024 were examined. The results reveal a significant increase in student motivation (23%) and knowledge retention (31%) with the use of these tools. Augmented reality stands out with a mean effect size of 0.67 on academic performance. The bibliometric analysis shows a concentration of research in countries such as Spain, Colombia and China, suggesting the need for more diverse studies. Challenges such as the digital divide and lack of teacher training were identified, with 42% of teachers reporting difficulties in implementation. The findings underline the transformative potential of interactive technologies in online higher education, but emphasize the importance of a holistic approach that considers technical, pedagogical and socioeconomic aspects. It is recommended to invest in teacher professional development, promote equitable access policies and encourage research in diverse educational contexts to maximize the benefits of these technologies. Full article

For several decades, entrepreneurship education (EE) has been identified as vital for preparing students to succeed in a changing economic landscape. Specifically, EE shapes students’ entrepreneurial intentions into actions. Considering the evolving expectations from graduates, this study explores South African entrepreneurship educators’ perspectives regarding the ideal educator and effective teaching strategies to shape the development of students’ entrepreneurial intentions. This empirical qualitative study examines data collected from 14 entrepreneurship educators across various South African public higher education institutions, collected using an open-ended questionnaire. Thematic analysis revealed a strong consensus on the importance of real-world experience teaching and the limited integration of online methodologies in EE. The results also emphasized the need for educators to embody entrepreneurial qualities, such as practical experience and a hands-on approach, to foster students’ transition from intention to action. Despite the desire for more innovative, action-oriented teaching strategies, traditional teaching theory in entrepreneurship remains an essential modality in the EE framework. These findings suggest that effective EE practices should integrate experiential learning and innovative strategies while maintaining core theoretical foundations. Full article

Formative research, within the context of the pedagogical function of research, employs investigative teaching methods and practices commonly used in universities. However, these methods have largely shown limited effectiveness, as only a minority of students choose to pursue research work to earn their university degree. Additionally, there is a restricted use of technological tools in the development of research-related activities. With this problem in mind, the present study aims to propose the use of technological resources and the problem-solving method to foster a positive attitude toward formative research among first-year engineering students at a public university in Peru. The classroom interventions involved developing investigative activities based on the four phases of the problem-solving method: understanding the problem, developing a plan, executing the plan, and reviewing the solution. During these activities, students used an Arduino board along with sensors, actuators, and block-based programming to address real-world problems in their communities, such as in agriculture, livestock, environment, and education. Following the classroom interventions, students’ attitudes toward formative research were statistically evaluated across several dimensions: satisfaction and enjoyment of research, conceptual appropriation, learning behavior, systematic exploration, and perceived skills. The results show that students’ perception of their attitude toward formative research is predominantly high or very high. This indicates that the proposal to use technological resources and the four-phase problem-solving method is effective in fostering a positive attitude toward formative research among engineering students. Thus, the proposed approach would benefit engineering students by applying it across various courses within their professional program. Full article

The school-to-work transition (STWT) represents a pivotal challenge in individual development, necessitating a global and interdisciplinary approach to address its inherent complexity. This article examines some key characteristics of the current labour market, focusing on the Italian context, which is undergoing profound transformations that disrupt traditional production systems. In the contemporary landscape, labour market instability has become a norm rather than an exception, often resulting in unclear future prospects and leaving individuals—particularly adolescents—grappling with uncertainty and a lack of direction. For younger generations, this sustained uncertainty exacerbates the challenges of an already delicate and transformative phase of life, generating scepticism toward both present realities and future possibilities. The evolving skills required to navigate the STWT present significant challenges for educational planning, particularly within institutional, organizational, and pedagogical dimensions. Emerging technologies, such as artificial intelligence (AI), are reshaping lifestyles and work environments, further complicating the dynamics of STWT transition. It is essential to undertake comprehensive pedagogical reflection and rigorous research to critically evaluate and redefine educational strategies and policies. Such efforts are crucial for equipping adolescents with the resilience and adaptability required to navigate instability and uncertainty, fostering preparedness for an unpredictable future. Full article

The growing interest in innovative pedagogies within education for sustainable development (ESD) calls for a renewed set of pedagogical practices. In responding to this challenge, this article draws on backcasting, a future studies method, to support education for ESD competencies among youths. It presents the design, trial, and results of one intervention designed to test the method in the context of secondary education, employing design thinking as an overarching methodology. Using a qualitative descriptive-interpretative approach with a thematic analysis to examine empirical data obtained from participants’ perspectives, we present their future visions, how much they were involved in the intervention, what they liked the most and the least, their perceived purpose, ease and adequacy in duration. Our findings show that youths embrace active methodologies such as backcasting. Since the method was new to them, participants experienced difficulties when logically chaining the steps necessary to achieve a desired future from the present state. Nonetheless, the skills underpinning backcasting are relevant to sustainable development, as they involve considering our actions regarding medium- and long-term impacts. In the end, we propose backcasting as a poignant method in the context of secondary education that can promote the development of hypothetical and critical thinking skills central to ESD competencies. While offering a theoretical discussion, a workshop protocol, and future directions for pedagogical practice and investigation, our results apply to researchers, sustainability education professionals, and teachers alike. Full article

In the post-COVID-19 era, education requires teachers to engage learners across diverse learning environments (at school or other formal institutions, at home, outdoors, or in virtual environments) using innovative learning strategies. To meet these challenges, teachers must upskill their creativity and strengthen their pedagogical digital competencies and knowledge management skills. This study introduces the innovative teacher training and support (TTS-IPCD) model to enhance teachers’ creativity and pedagogical digital competencies. This research involved a sample of 350 teachers from 75 primary and secondary schools over a four-year period. Teachers’ creativity was measured using the Kirton Adaption–Innovation Inventory (KAI), assessing key metrics such as problem-solving flexibility, openness to change, and inclination toward novel approaches. Quantitative analysis was conducted using an independent samples t-test to evaluate teacher creativity changes. The results indicated that the TTS-IPCD model enhanced teacher creativity in the direction of a stronger propensity toward innovative behaviors, including embracing diversity and change in their work, solving problems through novel approaches, and adopting a holistic perspective rather than strictly adhering to established routines. Furthermore, the TTS-IPCD model improved teamwork and collaboration, contributing to the development of more adaptive and innovative learning environments. These findings highlight the importance of continuous professional development of teachers focused on creative pedagogy and digital competencies to equip teachers for the evolving educational landscape. Full article

Literacy has moved from conventional concepts of reading, writing, and counting skills to proficiency in reading, writing, data, technology, and education for sustainable development. The transition aims to prepare students to engage in a sustainable society and the method aims to cultivate multilingualism and inclusiveness in undergraduate education via a first-year writing (FYW) program. Considering the sustainability of such a transition, this study employs a case study of the FYW program to demonstrate to what extent literacy evolves via pedagogical inclusiveness and multilingualism in higher education. The FYW focuses on how educators can ensure pedagogical inclusiveness by inviting the varied language lingua students have before they arrive at our learning community rather than learning the language itself. The new FYW curriculum includes the World English of our students and embraces multilingualism rather than focusing on error correction so that students fit the norms and rules of American English. The longitudinal data from 2010 to 2020 were collected via five surveys with different approaches, and descriptive statistics were used to analyze them. The outcomes indicated that the new premise generates better course outcomes and fosters students as confident and comfortable writers and readers. The FYW program intersects with other STEM programs to build a more sustainable undergraduate education and cultivate students’ literacy capacity for sustainable development and lifelong learning. Full article

This work reviews the key challenges surrounding teaching Science, Technology, Engineering, and Mathematics subjects known as STEM. The research has uncovered a significant gap between traditional teaching styles and the need to develop and adapt to new remote-learning modalities. The work describes the technological, pedagogical, social, and institutional challenges, finally identifying the importance of their joint interaction. Since the COVID-19 pandemic, it has become evident that STEM educators must increase their awareness and knowledge of instructional models focused on using digital platforms. The current trend is centred on developing remote-learning tools, which will likely become the predominant learning norm as the economy’s viability increases. However, these remote-learning approaches must maintain interaction with the physical world, as understanding real-world phenomena is crucial for improving learning processes. STEM learning through e-learning will have a greater chance of success if academic institutions collaborate with other sectors of society, such as the business sector, to receive feedback for the continuous improvement of the proposed teaching methods. Full article

This research explores the perspectives of kindergarten through to Grade 12 (K-12) teachers on incorporating information and communication technology (ICT) into the environmental education (EE) curriculum. In the context of the increasing influence of ICT in education, this study examines both the potential enhancements ICT offers to EE and the challenges it poses. Using data from an online survey and an in-person focus group, the investigation addresses the capacity of ICT to promote environmental stewardship and personal growth, alongside concerns regarding technology’s potential to alienate students from nature and the divided opinions among educators regarding optimal technology use. Attention is given to systemic barriers that complicate EE integration and the variability of its implementation in Ontario, Canada, where EE is mandated across K-12 curricula. The findings illuminate educators’ concerns about digital dependencies among their students and the difficulty they face in striking a balance between the use of ICT and non-technical pedagogical approaches when engaging students in environmental lessons. Importantly, study participants identified limited contemporary and timely technological tools to support EE delivery that deemphasize using personal mobile devices (e.g., smartphones and tablets). In response, we recommend three forms of technology (and accompanying lesson ideas) that are affordable, easy to integrate into classrooms, and do not require off-site trips, thereby enhancing accessibility and equity. This study’s implications are aimed at educators, policymakers, and stakeholders seeking to enhance EE delivery within a technologically evolving educational framework and ensure the development of environmentally conscious students. Full article

Classroom response technologies commonly called “clickers” have been a popular tool for teaching in many disciplines, even required by some courses. Despite this excitement and corresponding investment in clicker technology, scholars disagree on the value of clickers. To help support teachers who utilize or are interested in using clickers, we explore the past, present, and future of clickers in education. This manuscript provides a literature review of how clickers are used, the benefits and challenges, and suggestions on the implementation of clicker technologies. Utilizing five research databases and a wide range of search terms, two general trends for clicker use became apparent: traditional classrooms that use clickers to enhance them and classrooms integrating clickers with more novel pedagogical approaches. After separating the papers into groups based on the trend they follow, the benefits and challenges were identified and recorded. In turn, we summarize what research has to say regarding both teachers and students for each of these primary outcomes. Building off clicker research both past and present, this review then looks toward the future by providing suggestions for overcoming the challenges faced by students and teachers when using clickers. Furthermore, we recommend important directions to consider for future research on clickers, including the need for more empirical studies of how different uses of clickers can benefit different learners in increasingly equitable ways. Full article