This paper presents the results of an action research conducted in a kindergarten in Sarajevo Canton. The participants were four female kindergarten educators who collaborated with two university professors who took the role of research leaders and moderators of reflective meetings. The action research was conceived as a model of professional development for preschool teachers in the Reggio pedagogy field, aiming to develop the skill of documenting pedagogical observation and the competence of implementing reflective practice (RP below the text) based on the Reggio principles. Data were collected on two levels: the educators documented their educational practice (photos, transcripts, videos, etc.), which was the basic material for analysis at collaborative reflective meetings, and all of it was documented by the research leaders. The data were analyzed simultaneously during the research (to decide on further action) and finally at the end of the research. The results of the research indicate that the action research raised awareness of the elements of traditional educational practice and developed the skills of pedagogical documentation management and the skill of implementing RP. Considering the limited time period for the realization of the research (14 months), significant but not optimal results were achieved, and there is still room for further progress in terms of improving the skills of keeping records and the capacity of RP implementation. It is necessary to systematically provide support for the professional development of educators through the development of reflective learning communities in kindergartens instead of the one-off and lecture-based forms that are offered.

With the introduction of the new curriculum, primary school Croatian fine arts teachers faced many challenges. The fundamental problem, the lack of school lessons, is highlighted by the challenges of implementing problem and project work and integrating technology into the teaching process. Therefore, it is important to organise activities where pupils use modern tools and media for high-quality educational purposes. The animation was chosen as a fine arts technique that can fulfil these requirements. Qualitative action research was conducted in city Split in the school year 2023/2024. The 5th and 8th grade pupils (125) and their fine arts teachers (3) participated in the research. A total of 75.23% of respondents were positive about the occasional introduction of technology into fine arts classes. After completing the fine arts project, 77.98% of pupils stated that they now have the knowledge and skills to create an animation themselves, while 77% of pupils consider their digital stories to be interesting and original. All three fine arts teachers cite a lack of continuity due to the small number of lessons as a shortcoming. The results point to poor material conditions: overheating of old projectors, low-quality tablets, poor internet connection and lack of power sockets. The research has shown that there are discrepancies between the prescribed theoretical requirements for learning outcomes and the possibilities for their practical realisation. As a result, teachers need to take a keen interest and receive additional training to ensure that the projects designed are in line with the requirements of the curriculum.

Global Citizenship Education (GCE) has emerged as a significant area of research over the last decade, reflected by the substantial volume of scientific publications dedicated to the topic. However, a bibliometric analysis of GCE utilizing the Scopus database has not yet been conducted. This study addresses this gap by analyzing GCE-related articles published in Scopus-indexed journals from 2004 to 2024, employing bibliometric techniques and VOSviewer software. A total of 1,075 articles were examined. The results indicate a marked increase in publication volume since 2016, highlighting a growing interest in GCE—notably, the United States and the United Kingdom lead in publications and international collaborations. The journal Globalisation, Societies and Education is the most prolific, with 70 published articles. Prominent authors include Yemini from Israel, with 540 citations, and Goren from the United Kingdom, with 445 citations. Co-citation analysis revealed distinct research interests, ranging from multicultural perspectives and GCE curriculum development to integrating GCE in the digital era and critically evaluating its objectives and challenges. Moreover, a co-occurrence analysis of keywords identified nine primary research topic clusters, including education for sustainable development, cosmopolitanism, higher education, and international education. The insights derived from this study are crucial for scholars and practitioners engaged in GCE, as they emphasize the importance of fostering international networks and collaborative efforts while encouraging the exploration of more inclusive GCE practices in the future.

This research aims to systematically review the integration of artificial intelligence (AI) in English language teaching and learning. It specifically seeks to analyze the current literature to identify how AI could be utilized in English language classrooms, the specific tools and pedagogical approaches employed, and the challenges faced by educators. Using the PRISMA-guided Systematic Literature Review (SLR) methodology, articles were selected from Scopus, Science Direct, and ERIC, and then analyzed thematically with NVivo software. Findings reveal that AI enhances English teaching through tools like grammar checkers, chatbots, and language learning apps, with writing assistance being the most common application (54.55% of studies). Despite its benefits, challenges such as academic dishonesty, over-reliance on AI (27.27% of studies), linguistic issues, and technical problems remain significant. The study emphasizes the need for ethical considerations and teacher training to maximize AI’s potential. It also highlights societal concerns, including the digital divide, underscoring the importance of equitable access to AI-powered education for learners of all socioeconomic backgrounds.

Integrating generative artificial intelligence (GenAI) in education has gained significant attention, particularly in flexible learning environments (FLE). This study investigates how students’ voluntary adoption of GenAI influences their perceived usefulness (PU), perceived ease of use (PEU), learning engagement (LE), and student-teacher interaction (STI). This study employed a structural equation modeling (SEM) approach, using data from 480 students across multiple academic levels. The findings confirm that voluntary GenAI adoption significantly enhances PU and PEU, reinforcing established technology acceptance models (TAM). However, PU did not directly impact LE at the latent level—an unexpected finding that underscores students’ engagement’s complex and multidimensional nature in AI-enriched settings. Conversely, PEU positively influenced LE, which in turn significantly predicted STI. These findings suggest that usability, rather than perceived utility alone, drives deeper engagement and interaction in autonomous learning contexts. This research advances existing knowledge of GenAI adoption by proposing a structural model that integrates voluntary use, learner engagement, and teacher presence. Future research should incorporate variables such as digital literacy, self-regulation, and trust and apply longitudinal approaches to better understand the evolving role of GenAI inequitable, human-centered education.

Research in mathematics education and interdisciplinarity is varied and extensive, covering multiple approaches that reflect a growing interest in this type of perspective. The objective of this study is to systematize the findings of research on interdisciplinary mathematics education published between 2019 and 2024. The review was carried out following the guidelines of the PRISMA statement, allowing us to identify 49 articles published in journals indexed in the Web of Science (WOS) and Scopus databases. Subsequently, a content analysis was carried out to identify methodological and theoretical aspects present in the studies reviewed, such as methodology employed, education level of participants, disciplines integrated with mathematics, and types of interdisciplinary tasks proposed. Additionally, four main research themes were identified: (a) understanding of interdisciplinarity; (b) pedagogical strategies for interdisciplinary development in mathematics education; (c) interdisciplinarity for the development of mathematical skills; and (d) professional development of mathematics teachers. The results reveal a sustained increase in the number of publications, which reflects a growing interest in the interdisciplinary approach in mathematics education. Finally, several challenges and opportunities are highlighted for future research, including the need to develop an interdisciplinary teacher training model, the creation of pedagogical strategies that promote greater interconnection between disciplines, and the need to carry out more studies focused on early childhood and primary education in this area.

In recent years, particularly over the last 10–15 years, the scientific value of oral history in relation to historical and social knowledge has been increasingly recognized. Since the 1980s, oral history researchers have pioneered new approaches to interpreting human experience, highlighting oral biographical narratives and recounted experiences as valuable material for social research. According to Tsiolis, the biographical narrative approach has become an established scientific methodology for studying how social actors interact with their environment and respond to social changes, as these are reflected through their subjectivity. Based on the above, this study involved four academic lecturers who narrated their academic and professional journeys, the factors that influenced them, the challenges they faced, and the positive impact of their engagement with teaching in the context of Greek higher education. The research employed the methodology of narrative biography, allowing the participants to recount their academic trajectories spontaneously, recalling personal experiences and memories. Through these narratives, qualitative data emerged, which were analyzed and coded into common themes, leading to conclusions about the conditions, aspirations, and disappointments experienced by academics in higher education institutions. The paper concludes some limitations of the current study and offers suggestions for future research.

This study aims to develop a competency framework for teaching natural science under the blended learning (BL) model for Natural Science education students at Thai Nguyen University of Education. Recognizing the increasing importance of BL in the context of modern education and the challenges teachers face during implementation, the modified Delphi method was employed to collect expert opinions, involving three rounds of surveys with 50 participants, including university lecturers and secondary school educational administrators. The research identifies seven core competency groups, including specialized knowledge, lesson design and evaluation competencies, classroom organization and management, student assessment and feedback, information technology competencies, experiment and simulation utilization in teaching, and basic knowledge of BL. The findings highlight the necessity of blending traditional teaching methods with modern technology to effectively implement the BL model, enhancing both the teaching process and students' learning outcomes. This framework is expected to serve as a crucial basis for teacher training universities to adjust their curricula and support educational administrators in fostering and enhancing the capacity of natural science teachers at the secondary level. This competency framework aims to support the professional development of Natural Science teachers and education students, ensuring their preparedness for the evolving demands of modern education. Furthermore, the study provides insights into the skills and knowledge that teachers need to acquire to adapt to the continuously evolving educational environment.