This study aimed to investigate the effect of character teaching on college student socioemotional character development. The study was conducted at IAIN Pontianak, Universitas Tanjungpura and Universitas Muhammadiyah Pontianak. The sample was 1284 students, 388 male and 896 female. Partial least square-structural equation modeling (PLS-SEM) data analysis using SmartPLS was used. The findings reveal that character teaching has a significant and positive effect on college student honesty, prosociality, respect at home, respect at school, self-control, and self-development. This study suggests that colleges/universities ensure that lecturers supervise student assignments, seriousness and discipline, check students’ attendance strictly, give course assessment samples, and grade their assignments on schedule. At the end of the conclusion, implications and suggestions are given.

This study explores the extent to which the gendered views exist among students in Kosovo’s compulsory education (primary and lower secondary schools) regarding mathematics and reading. It analyzes students’ perceptions of these academic domains concerning the performance of their peers (the same others) from the gender perspective. Additionally, it examines students’ perspectives on the opinions of their parents and teachers (their significant others) regarding girls’ and boys’ performance in math and reading. Furthermore, the study investigates whether students hold gender-stereotypical attitudes toward professions related to math and those that heavily rely on reading skills. The survey method was used to conduct this study. A sample of 531 students in compulsory education participated in this study, completing a paper-based questionnaire consisting of 14 items evenly distributed between mathematics and reading. The findings indicate that around half of the respondents believe that girls and boys perform equally well in both mathematics and reading and that parents and teachers hold the same views regarding the performance of their children/students in these academic domains. However, among the remaining portion of respondents who expressed gendered views, a higher percentage favored boys as being more proficient in math, while girls were seen as superior in reading skills. This study emphasized the need to address and mitigate these gender stereotypes, to ensure that students of both genders can pursue their careers successfully without any limitations.

In this article, we discuss the impacts of using 3D printing in education. Our primary goal is to evaluate the pedagogical impact of lessons utilizing 3D printing. We asked one hundred ninety students in four reference schools about the acceptability of existing 3D materials for teaching. Although the results show high attractiveness for the target group, it turned out that the available lessons primarily focus on the acquisition of technical skills and do not use the potential of education in other areas. We, therefore, proposed a concept for creating multidisciplinary teaching lessons that connect the technical part with other educational areas. We show the application of our concept in a newly developed lesson in biology, where we again evaluate its acceptance among the students. The results show that although the multidisciplinary lessons are more complex, they are still acceptable to the students, and, most importantly, they add significant educational value. Finally, we discuss the possibilities of incorporating 3D printing into the teaching curriculum. We also use a selected use case to illustrate the real-world problems we have encountered.

Situational interest is an important factor that has a great influence on learning success in both in-school and out-of-school learning situations. Although there has been extensive research on interest in its diverse forms for decades, an evaluated measurement instrument for situational interest that covers the three theoretically defined components of interest (emotional, cognitive, value-related) is still missing. Therefore, in this study, based on person-object theory of interest, a short scale was developed that can be used in a variety of learning programs independent of content or methods. In study 1, eight suitable items were selected and their structure was examined using exploratory methods. In study 2, the results of study 1 were verified using confirmatory factor analyses. Study 3 shows an example of a practical application of the newly developed scale in two different learning settings. The findings provide evidence that the scale developed here is a practical instrument to measure situational interest taking into account all its components. On the one hand, the scale can help teachers evaluate their educational programs; on the other hand, it can be used by researchers to empirically investigate the construct of interest. Thus, the scale makes an important contribution to research and practice.

<p style="text-align:justify">Teacher flourishing encompasses a broad range of well-being, encompassing hedonic (pleasure-based) and eudaimonic (meaning-based) satisfactions. In the context of the literature review, a concise overview is provided, consisting of definitions, predictors, mediators, and outcomes. Conforming to the PRISMA protocol, the present review progresses through four stages: identification, screening, eligibility assessment, and including relevant studies. Furthermore, the search strategy focused on flourishing, well-being, and measuring tools, leveraging databases such as EBSCO Host, Proquest, Science Direct, and DOAJ. In line with the PRISMA statement, systematic review methodology guides the final analysis, incorporating twenty-seven studies published between 2017 and 2023. Despite being studied in numerous theoretical frameworks, teacher flourishing needs a more widely accepted definition and operational framework in studying the concept. The results show that multiple factors impact teacher flourishing, including individual, relational, and organizational elements. Additionally, the evaluation considers direct and indirect predictors, mediators, and outcomes. The new model is related to global well-being, including emotional, psychological, social, and spiritual aspects, stating the connections of these elements. The implications of the results can be effectively applied within educational settings by teachers, policymakers, and scholars specializing in education.</p>