Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative climate at the organizational level and strengthen collective innovativeness at the individual level to improve teachers' job satisfaction. Therefore, the study investigated whether collective innovativeness can be mediated by the school climate to enhance teacher job satisfaction. This study extensively examined survey data with a sample of 3,976 teachers in Shanghai through Structural Equation Modeling, obtained from Teaching and Learning International Survey (TALIS). The findings revealed that teachers' collective innovativeness served as a significant mediator between school climate and job satisfaction. Furthermore, higher levels of collective innovativeness among teachers amplified the influence of school climate on their job satisfaction. These findings show that schools should strive to foster a collaborative school climate and provide support for teachers in implementing innovative and collaborative teaching activities with the aim of enhancing their job satisfaction. Above all, efforts are needed to support teachers' active and cooperative practice capabilities in building teacher-student relationships.

This comprehensive systematic review delves into the increasing prevalence of integrating chatbots into language education. The general objective is to assess the current landscape of knowledge regarding chatbot utilisation and its influence on three crucial elements: students' skills, attitudes, and emotions. Additionally, the review seeks to scrutinise the advantages linked to incorporating chatbots in foreign language teaching, exploring their potential benefits while considering limitations and potential negative impacts on specific skills or user experiences. Consequently, this research offers valuable insights into the application of chatbots in foreign language education, shedding light on their potential advantages and areas that warrant further exploration and enhancement. The integration of chatbots in language learning, despite certain limitations, generally yields positive outcomes and enhances educational results in students' skills. Its characteristics can also influence a language learner's attitude, impacting factors such as motivation, interest, autonomy in learning, and engagement or even their sense of fun. Additionally, chatbots prove to be helpful in creating emotionally positive learning environments and can contribute to boosting students' self-esteem and self-confidence.

This article describes a methodology and a didactic innovation in higher education that employs Collaborative Online International Learning (COIL) across four universities in the fields of sociology, psychology, social education and economics in order to explore the phenomenon of economic violence. The COIL activities were developed by four teachers in the second semester of 2022. The students explored the social and cultural origins of economic violence and the daily exposure to economic inequality in the domestic sphere, while also studying the prevention and responses offered by anti-violence centers from both organizational and social perspectives. The most novel aspect of COIL projects is the research approach to the topic (gender violence) and the students' participation in extracurricular activities, namely presenting the results of their research developed during their academic subjects after the course, at international events. In this study, we describe the projects and the assessment of this part of the research, analyzing the perceptions of the Italian and Spanish students who participated in the dissemination activity. The students' perceptions were recorded through a semi-structured questionnaire utilizing Likert scales and open-ended questions, which included their self-assessments of their knowledge before and after participating in the project, the impact on their development of competences and skills, and their satisfaction with the whole experience. Students acquired a great deal of knowledge and understanding of the phenomenon being studied through COIL methodology and connected these extracurricular activities to a clear improvement in their transversal skills.

The field of education greatly benefits from inclusive education, which is praised for acknowledging and valuing student diversity and individual needs. Kosovo, as a newly independent country, went through major reforms, particularly in the realm of education, which is marked, among others, by initiatives that anticipate fostering and promoting inclusive education. Initiatives and programs throughout the country were designed and initiated to promote and advocate for inclusivity in the education system. To foster inclusivity, assistants for students with special educational needs were introduced to enable students with special needs to be part of regular education. Thus, in this study, the experiences of assistants for students with special educational needs in Kosovo are explored. This study employed semi-structured interviews to collect data and utilized thematic analysis to identify key themes and topics. The participants in the study included nine assistants for students with special education needs, reflecting diverse perspectives and experiences in the field of inclusive education. The following themes and topics were identified as the main findings of this study: (a) joy, excitement, and pride with the work; (b) individualized education plan (IPE); (c) lack of resources and guidelines; (d) (lack of) cooperation with parents and families; (e) united in unity: the power of collegial support; and f) promoting and advocating for inclusive education.

One of the ways to enhance and improve the quality of learning delivery is through the use of technology, particularly the Internet, which facilitates faster and easier access to information. This research aims to explore the degree to which factors such as digital literacy, metacognitive awareness, meaningful learning, habits of using smartphones, and personal learning competence are related to one another. Both the relationship between metacognitive awareness and personal learning competence, as well as the relationship between smartphone habits and personal learning competence, are moderated by a moderating variable known as the fear of missing out. Fear of missing out is a moderating variable. Structural equation modeling, specifically partial least squares, was employed to analyze data from 597 engineering students. SmartPLS version 4 was the tool used for this analysis. The study found that the moderating variable, fear of missing out, significantly impacts metacognitive awareness, learning personal competence, and smartphone habits, making it a crucial factor to investigate. This result is significant because it is a variable that influences the learning that students go through for their education and because it is an extremely important thing to investigate.

Children who are currently in primary schools are part of the generation that will be most affected by the current environmental trend of our planet in the future. They are the generation that will need to live in accordance with sustainable development and biodiversity protection. One of the key aspects of biodiversity education is to increase environmental literacy using appropriate and effective methods. Our aim was to assess the ecological literacy of a group of primary school students in Slovakia and to identify areas where additional support and clarification may be needed for effective biodiversity education. Our findings reveal widespread misconceptions regarding terms such as 'ecology,' 'community,' 'population,' and 'ecosystem.' The research emphasizes the importance of innovative pedagogical approaches to address and correct these misconceptions effectively. By incorporating exploration-oriented teaching methods, hands-on activities, and a constructivist approach, educators can engage students in experiential learning and facilitate a deeper understanding of ecological principles. Interdisciplinary and participatory research approaches focused on biodiversity education offer promising avenues to enhance ecological literacy. Moreover, increasing interest in environmental education can contribute to nurturing environmentally conscious individuals equipped to tackle ecological challenges effectively. This study underscores the urgency of prioritizing ecological education at primary schools and provides insights into strategies for fostering ecological literacy among young learners.

It is unclear how social networks can be utilized in educational settings. An exploratory study was conducted to examine the differences between university students in Mexico and Spain in terms of their perceptions of knowledge and utilization of networks in the university environment. An overall sample of 378 students was collected from two public universities, one in Mexico and one in Spain. This study utilized descriptive statistics as part of a contingency analysis, X² with correction was used for the analysis of differences, Mann-Whitney U for the analysis of independence, Mantel-Haenszel test for association degree, Cramer's V for strength of association, Spearman's correlation coefficient for correlations. According to the results, the use of social networks is clearly related to country of origin, but not to gender. It seems that Instagram is a platform widely used by both Mexican and Spanish students, but it is not used in educational environments. Therefore, the use of social networks in higher education contexts differs by country, as does the knowledge of social bookmarking and the distribution of content to share information and resources.

With the current rate of technological advancements, higher education institutions around the world are increasingly adopting a wide variety of technology-related approaches to instruction. One of the teaching strategies used on digital platforms that has been successfully and widely adopted in higher education institutions is blended learning (BL). The objective of this investigation is to provide a comprehensive examination of the research efforts on BL in the context of higher education (HE) over the past 20 years, including the rise in publications, the most cited scientific journals and sources, and the upcoming research topics. This paper uses bibliometric analysis with a dataset of 651 documents from Scopus data, including 638 authors from 95 countries published in 271 journal sources. The results of the study show that the top three countries for BL research in higher education are the United Kingdom, the United States, and Australia; the authors with the highest citation indexes are D. R. Garrison and B. Means, and the top two publishing sources are Education and Information Technologies and Internet and Higher Education. Based on the analysis, the main trends detected are (a) student participation and environment, (b) educational technology instructional innovation, (c) effective instructional strategies within the parameters of the COVID-19 pandemic, (d) effectiveness of evaluation in BL environments and (e) BL with Massive Open Online Courses (MOOCs) and Learning Management System (LMS) in HE. These findings offer meaningful insights to early career researchers who consult the publications and research lists above, as well as to policy makers who develop suitable BL in HE policies.

In an era where diversity and digitalization significantly influence higher education, understanding and adapting to various learning preferences is crucial. This study comprehensively analyzes 394 scholarly articles from 1984 to 2022 using bibliometric methods, providing a dynamic overview of the research patterns in learning styles within higher education. We identified four stages of development during this period: 1984–1995 (Low-interest), 1996–2005 (Early development), 2006–2018 (Development), and 2019–2022 (Intensification). Our analysis highlights that the United States, the United Kingdom, and Australia were the top three leading publishers of research on learning styles in higher education. The results reveal three main topics of publications: educational technology, learning environments, and subject behaviors. This research not only identifies emerging research topics but also underscores the importance of adapting instructional strategies to diverse learning styles to enhance educational outcomes in higher education.

The wide use of the Internet of Things (IoT) in all spheres of life has led to a surge of cyberbullying among learners worldwide. That is why it cannot be denied that underlying factors, manifestations, consequences, and preventive measures of cyberbullying improve the welfare and overall mental development of students. This systematic literature review examines the causes, effects, and preventive measures of cyberbullying based on empirical studies conducted on learners in various situations. The review will focus on existing material published between 2015 and April 2024. For the inclusion and exclusion of literature, the Scopus online database was employed, along with the guidelines of the PRISMA model. Of 1004 studies, 51 were closely reviewed to determine the responses to the objectives of this study. NVIVO-12 was used for both thematic and content analysis in this study. The results show that there are 29 causes, 12 forms, 31 effects, and 41 different preventives for cyberbullying. The results of this study will not only enhance the comprehension of various concerns for parents, guardians, policymakers, educators, and governments but also provide valuable insights to researchers for addressing this issue.

Psychological capital (PsyCap) emerges as a pivotal asset for mitigating student burnout in college settings, as it bolsters their learning empowerment and engagement. However, there have been inadequate empirical studies investigating the significance of these resources in promoting engagement and empowerment, ultimately leading to a reduction in students’ burnout within the context of higher education. To bridge this gap, we examined the extent to which PsyCap predicts student burnout through its impacts on academic engagement and learner empowerment. The sample of the study was college students (N = 562) who completed a battery of self-report questionnaires measuring their PsyCap, academic engagement, learner empowerment, and student burnout. We employed hierarchical multiple regression analyses and PROCESS macro to ascertain prediction and serial mediation effects. The results substantiated the hypotheses that PsyCap positively related to learner empowerment and academic engagement while negatively associated with student burnout. Further, students with higher levels of learner empowerment and engagement reported lower levels of burnout in their academic studies. The mediational results also revealed that engagement and learner empowerment acted as significant serial mediators between PsyCap and student burnout. The study’s findings underscore the critical significance of PsyCap within higher education, particularly in nurturing learner empowerment, and engagement, thereby reducing student burnout.

Successfully solving reality-based tasks requires both mathematical and text comprehension skills. Previous research has shown that mathematical tasks requiring language proficiency have lower solution rates than those that do not, indicating increased difficulty through textual input. Therefore, it is plausible to assume that a lack of text comprehension skills leads to performance problems. Given that different sociodemographic characteristics and cognitive factors can influence task performance, this study aims to determine whether text comprehension mediates the relationship between these factors and competence in solving reality-based tasks. Additionally, it examines the impact of systematic linguistic variation in texts. Using an experimental design, 428 students completed three reality-based tasks (word count: M = 212.4, SD = 19.7) with different linguistic complexities as part of a paper-pencil test. First, students answered questions about the situation-related text comprehension of each text, followed by a mathematical question to measure their competence in solving reality-based tasks. The results indicate that: a) Tasks with texts of lower linguistic complexity have a significantly higher solution rate for both text comprehension (d = 0.189) and mathematical tasks (d = 0.119). b) Cognitive factors are significant predictors of mathematical solutions. c) Text comprehension mediates the relationship between the impact of students’ cultural resources and cognitive factors and their competence to solve reality-based tasks. These findings highlight the importance of linguistic complexity for mathematical outcomes and underscore the need to reinforce text comprehension practice in mathematical education owing to its mediating role.

Augmented reality technologies can create unique interactive learning environments for students with special educational needs that enrich the learning process and provide immediate feedback. This research analyzed the use of augmented reality in teaching digital literacy courses for primary school children with special educational needs. The study involved a quasi-experiment with participants using a mobile augmented reality application to assess its impacts on learning outcomes. The results showed the positive effects of augmented reality on student achievement. The results highlight the potential of augmented reality in inclusive education. In addition, the findings emphasize the importance of further research and development in this area and an increased use of augmented reality to improve the educational experience of students with disabilities. In light of the results, we conclude with recommendations for integrating augmented reality into educational programs and improving educational practices.

The sense of belonging is a human need that educational systems must foster to achieve student success. In the school setting, this feeling strengthens the bond between members of the institution and motivates families to become more involved with the school, improving the overall school climate. Teachers play a crucial role in promoting this sense of belonging by influencing the connection between families and the educational community. This study aims to understand how teachers from different contexts, one Colombian and the other Spanish, promote families' sense of belonging to the school. To this end, an evaluative, comparative, quantitative, and non-experimental study was conducted using a validated questionnaire applied to a significant sample in both contexts. The results show that, for teachers in both contexts, it is very important for families to feel satisfied with the education their children receive, which is why they strive to build trust in the teaching staff. The sense of belonging is more strongly promoted by teachers in charter schools and those with more years of experience in schools in the Spanish context. In the Colombian context, women are the ones who most actively promote it, thereby perpetuating gender roles. There is a need to provide specific training for teachers to help them develop this capacity in families, as well as to conduct further research to explore the differences that may influence the promotion of a sense of belonging.

This study aimed to optimize critical thinking by empowering reflective and impulsive students' collaboration, communication, and information literacy skills through information literacy-oriented e-books in STEM-integrated problem-based learning (PBL). The research method used was a descriptive explorative approach. The study subjects consisted of five reflective students and five impulsive students. The measurement of cognitive style used the Matching Familiar Figure Test (MFFT) instrument. Collaboration skills were assessed through observation sheets, critical thinking and communication skills were assessed through student worksheets based on problem-solving tasks, and information literacy was assessed through a questionnaire. The study found that reflective students excelled in critical thinking and information literacy, while impulsive students demonstrated superior collaboration skills. As for communication skills, reflective and impulsive students have different advantages for each indicator of communication skills. This study can conclude that implementing information literacy-oriented e-books through STEM-integrated PBL can optimize reflective and impulsive students' critical thinking, collaboration, communication, and information literacy skills. The implication of this study is the importance of integrating 21st century skills holistically in learning practices, especially in the digital era, to prepare the younger generation to face the challenges of the 21st century.

University dropout is a multidimensional and multicausal problem that affects every university around the world. The aim of this article is to conduct a bibliometric review of the scientific literature on the main factors that influence university dropouts in scientific publications between 2018 and 2022. The methodology is based on systematic searches using the Web of Science (WoS) and Scopus databases. We analysed 417 and 498 articles, respectively, applying inclusion/exclusion criteria. The main factors of university dropout were identified: problems in the academic and social world of students, student stress, health reasons, the role of teachers, and changes in the education system. Among the countries with the highest scientific output, Spain stands out, along with the United States, the United Kingdom, Australia, and China. This would provide a more complete view of the historical evolution and multifactorial causes of this educational phenomenon.

The education of gifted students is often characterized by high expectations, ambitious goals, and significant effort invested in learning. Their experiences of success and failure are shaped by a variety of factors, including personal, family, school, cultural, and social influences. This article examines how gifted students perceive and experience their own successes and failures, as well as how these experiences are perceived and responded to by their peers. Using qualitative methods, the study involved semi-structured interviews with thirty gifted students from seventh to ninth grades across ten elementary schools in Slovenia. The findings indicate that gifted students experience a range of emotions in response to success, from satisfaction to anxiety, while their reactions to failure often involve frustration and self-criticism. Peer responses to their success and failure vary significantly, ranging from supportive encouragement to jealousy and social exclusion. These findings highlight the complex interpersonal dynamics at play within school environments. Understanding and addressing these dynamics is crucial for creating inclusive, supportive, and stimulating learning environments that nurture both the academic and social-emotional well-being of gifted students.

The integration of AI tools in education is reshaping how students view and interact with their learning experiences. As AI usage continues to grow, it becomes increasingly important to understand how students' perceptions of AI technology impact their academic performance and learning behaviours. To investigate these effects, we conducted a correlational study with a sample of 44 students to examine the relationship between students' perceptions of ChatGPT’s utility—focusing on usage frequency, perceived usefulness, accuracy, reliability, and time efficiency—and key academic outcomes, including content mastery, confidence in knowledge, and grade improvement. Additionally, we explored how these perceptions influence student behaviours, such as reliance on ChatGPT, procrastination tendencies, and the potential risk of plagiarism. The canonical correlation analysis revealed a statistically significant relationship between students' perceptions of ChatGPT's utility and their academic outcomes. Students who viewed ChatGPT as reliable and efficient tended to report higher grades, improved understanding of the material, and greater confidence in their knowledge. Furthermore, the bivariate correlation analysis revealed a significant relationship between dependency on ChatGPT and procrastination (r = 0.546, p < .001), indicating that a higher reliance on AI tools may contribute to increased procrastination. No statistically significant association was identified between ChatGPT dependency and the risk of plagiarism. Future research should prioritize the development of strategies that promote the effective use of AI while minimizing the risk of over-reliance. Such efforts can enhance academic integrity and support independent learning. Educators play a critical role in this process by guiding students to balance the advantages of AI with the cultivation of critical thinking skills and adherence to ethical academic practices.

This study aims to develop and validate a green behavior instrument based on local potential using structural equation modeling (SEM) with smart partial least squares (SmartPLS). The instrument consists of 40 statements covering five main indicators: environmental maintenance, waste reduction, saving natural resources, sustainable mobility and consumption, and community education. This study addresses a gap in existing research by creating a context-specific tool for assessing green behavior, incorporating local cultural and ecological factors. While prior studies emphasize global sustainability principles, they often overlook the significance of local practices and values, which are essential for effective environmental education. By integrating local potential, this instrument bridges global sustainability goals with regional contexts, enabling meaningful and practical student engagement. The instrument was validated through content validity testing, exploratory and confirmatory factor analyses, and construct validity and reliability testing using SEM with SmartPLS. The results indicate strong content validity, with content validity index (CVI) values ranging from .80 to .90. After analysis, 34 valid items were retained from the initial 40. This study contributes to the literature by developing an instrument that aligns with global sustainability goals while integrating local cultural practices and ecological contexts. It offers insights into how local knowledge enhances sustainability education, providing a holistic framework for assessing green behavior across diverse regions.

This study aims to design, produce, and validate an information collection instrument to evaluate the opinions of teachers at non-university educational levels on the quality of training in artificial intelligence (AI) applied to education. The questionnaire was structured around five key dimensions: (a) knowledge and previous experience in AI, (b) perception of the benefits and applications of AI in education, (c) AI training, and (d) expectations of the courses and (e) impact on teaching practice. Validation was performed through expert judgment, which ensured the internal validity and reliability of the instrument. Statistical analyses, which included measures of central tendency, dispersion, and internal consistency, yielded a Cronbach's alpha of .953, indicating excellent reliability. The findings reveal a generally positive attitude towards AI in education, emphasizing its potential to personalize learning and improve academic outcomes. However, significant variability in teachers' training experiences underscores the need for more standardized training programs. The validated questionnaire emerges as a reliable tool for future research on teachers' perceptions of AI in educational contexts. From a practical perspective, the validated questionnaire provides a structured framework for assessing teacher training programs in AI, offering valuable insights for improving educational policies and program design. It enables a deeper exploration of educational AI, a field still in its early stages of research and implementation. This tool supports the development of targeted training initiatives, fostering more effective integration of AI into educational practices.