Given curiosity’s fundamental role in motivation and learning and considering the widespread use of digital stories as educational tools from the preschool age, we pursued measuring preschoolers’ curiosity when interacting with digital stories. Using 129 toddlers and preschoolers as a sample, three groups (one for each class) were given different versions of the same digital story to listen to: interactive, non-interactive, and animated. Toddlers' verbal and nonverbal behaviors were utilized to quantify curiosity as a condition brought on by the app. The participants' verbal and nonverbal behaviors were recorded during the digital reading aloud. Every child's data was encoded at one-minute intervals to examine concurrent behavior, and the results were then compiled. The findings show that interactive presentation formats encourage more touching and language use but less noise production and that interaction and the creative use of hot spots in digital illustrations are key elements in piquing viewers' curiosity while contributing to the strengthening of the engagement to the activity and the cultivation of critical thinking, creativity, and imagination.

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.

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.

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.

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.

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.

This study examines the impact of Project-Based Learning (PjBL) on developing metacognitive skills among preservice science teachers (PSTs) in Northeast Thailand. A sample of 143 PSTs, including first-year students in General Biology 1, second-year students in General Physics 1, and third-year students in Basic Organic Chemistry, participated in an 18-week programme. The study aimed to assess changes in metacognitive skills before and after PjBL implementation, evaluate differences among academic years, and identify predictors of skill development. The methodology included a six-hour orientation workshop and a collaborative, project-based curriculum. Descriptive and inferential statistics were employed, with the item-objective congruence index (IOC) for content validity, paired samples t-tests for pre- and post-intervention comparisons, and Analysis of Variance (ANOVA) to examine differences across academic years. Multiple regression analysis was used to identify significant predictors of metacognitive skill development. Results showed significant improvements in metacognitive skills post-PjBL, with substantial enhancements across all subjects. ANOVA indicated significant differences among academic years, with third-year students demonstrating the highest metacognitive skill levels. Multiple regression analysis identified participation in PjBL and academic level as significant predictors of metacognitive skill development. These findings highlight the effectiveness of PjBL in enhancing metacognitive skills and underscore the importance of active learning and reflective practices in teacher education programmes. This study provides valuable insights into the impact of PjBL on PSTs' professional growth and instructional efficacy, preparing them for modern classroom challenges.

This study addresses global concerns surrounding elementary students' science performance following the COVID-19, as a result of international tests such as Trends in International Mathematics and Science Study (TIMSS) highlight the ongoing challenges that urge the exploration of innovative educational approaches to improve science learning. This research employed gamification-assisted instruction and explored its impact on enhancing the understanding of science concepts and attitudes toward science class among fourth graders. The study adopted a quasi-experimental design and included an experimental group (ExG) that was taught using a gamification strategy and a control group (CoG) that was taught using a traditional method with a sample of 38 female elementary students from a public school in Jordan. Data were gathered using valid and reliable tools: the developed scientific concepts test and the Attitude Towards Science class measures. The ANCOVA analysis revealed that gamification significantly improves the acquisition of scientific concepts (η2=.208) and boosts a positive attitude toward science classes among elementary students (η2=.626). These findings encourage decision-makers to incorporate gamification into science teaching practices and methods.

: In this study, we present a didactic experience carried out in a public university with 60 students enrolled in the 2nd year of the Primary Education Teaching Degree. This experience consisted of implementing a teaching and learning sequence in which proportionality problems (mathematics content) and pure substances and mixtures (experimental science content) were addressed together in an ecodidactic garden context. This work presents the results obtained through the analysis of the students' responses. Our findings suggest that pre-service teachers have difficulties similar to those of primary and secondary students in the use of measuring instruments and conversion units, as well as in the calculation of proportions in mathematics and conceptual errors at a microscopic and macroscopic level in experimental sciences. This study highlights the need to design and implement strategies to support students in their formative process in relation to the contents of proportion and matter. As an added value in our work, we emphasize the interdisciplinary connection between mathematics and experimental sciences, offering a more real-life perspective of science.

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.

Integrated learning has emerged as an approach to developing critical thinking and creativity skills. This meta-analysis synthesizes the effects of integrated learning on critical thinking and creativity, drawing from experimental studies published over the past decade. This study addresses the research question: What are the impacts and factors influencing integrated learning on students' critical thinking skills and creativity compared to conventional learning over the past decade? In the database, 403 articles were obtained, which were then supplemented by seven articles from manual searches, so that there were a total of 410 articles. After a strict inclusion process, 8 articles were selected for analysis. The inter-rater reliability test using Cohen's Kappa coefficient produced a value of 0.78, which indicates a substantial level of agreement. The analysis includes data from 497 participants for critical thinking and 266 for creativity. Heterogeneity in critical thinking skill data was 96%, and in creative skills, it was 86%; then, a subgroup analysis of education level was carried out to find out where the high heterogeneity was. The results show a significant positive effect of integrated learning, with an SMD of 1.48 (p = .004) for critical thinking and 1.60 (p = .0001) for creativity. Funnel plots and Egger's regression tests indicate no risk of publication bias. In addition, this study also synthesized the causal factors of how integrated learning affects critical thinking skills and creativity. Further research is recommended to explore its long-term impact and implementation strategies in various educational settings.  

The use of technology in education aims to improve students' problem-solving skills so that they have the skills needed by 21st century society in dealing with various kinds of challenges and problems. This study was carried out aiming to obtain the characteristics of augmented reality-based learning media for mathematics learning in student problem-solving skill, and obtain the results of the average difference in the problem-solving abilities of junior high school students. This research and development (R&D) study, employing the (Analyze, Design, Develop, Implement, and Evaluate) ADDIE model, investigated Augmented Reality (AR)-based learning media for mathematics to enhance junior high school students' problem-solving skills. The aim was to identify characteristics of effective AR media and assess their impact on problem-solving abilities. Quantitative data, collected from student problem-solving tests, were analyzed using a t-test in SPSS. The AR media featured virtual manipulation, virtual measurement tools, and real-world problem exploration. While the experimental group using AR showed a higher average problem-solving score compared to the control group using Problem-Based Learning (PBL), the difference was not statistically significant (t (df) = 0.638, Cohen's d = 0.0876). This lack of significance, despite the higher mean, is likely due to a small sample size and the limited integration timeframe, coupled with pre-existing skill variations. Future research should address these limitations to further explore the potential of AR in mathematics education.

The aim of this research was to assess changes in secondary school students’ grades longitudinally, including the semester before the COVID-19 pandemic, the period of distance learning, and two semesters when students had returned to face-to-face learning. In this longitudinal study, n=263 Latvian students’ grades from the period of six semesters (autumn 2019 to spring 2022) were collected and analyzed for seven study subjects (mathematics, English, Latvian, biology, chemistry, physics, and literature), using Friedman’s ANOVA, and Wilcoxon test for comparison. Results show that grades increased for several study subjects during the beginning of the distance learning period (e.g., mathematics and Latvian). However, this initial increase diminished after students had returned to schools to study in-person, especially for the subjects of mathematics and Latvian (native language). Decreases in students’ grades after returning to face-to-face studies indicate possible accumulated negative long-term effects of distance learning. The dynamics of the grades differ in various study subjects (e.g., relative stability in chemistry, decrease in mathematics, Latvian, biology), thus justifying the approach to analyze each study subject or study field separately. This study gives insight into longitudinal changes in students’ academic achievement, following the same students throughout their whole secondary school period from 10th to 12th grade during the pandemic.

STEM/STEAM education is an interdisciplinary pedagogical approach that cultivates skills in science (S), technology (T), engineering (E), arts (A), and mathematics (M) while also fostering 21st century skills like teamwork, problem-solving, critical thinking, and creativity in learners. Enhancing STEAM and 21st century skills for engineering students facilitates their swift adaptation to STEM/STEAM employment demands in the 4.0 industrial revolution and the ongoing digital transformation in Vietnam. This study aims to investigate the effect of STEAM project-based learning on the 21st century skills of 47 mechanical engineering technology students at a public university in Vietnam. The findings of a one-group pretest-posttest design and an analysis of engineering student groups’ STEAM project-based learning products revealed that there was a significant improvement in students' 21st century skills at a 95% confidence level. Among the three 21st century skills studied, engineering students’ collaboration skill showed a moderate effect size, while problem-solving and creative thinking skills demonstrated a large effect size after implementing STEAM project-based learning in the “Workplace Skills” course. Some significant limitations were identified, including (a) the lack of a comparison group, which may have influenced the difference between the pretest and posttest; and (b) the sustainability of 21st century skills developed through STEAM project-based learning in the “Workplace Skills” course was not investigated. Therefore, studying the effect of other factors on engineering students’ 21st century skills and exploring their sustainability were main recommendations for further research.

This study aims to evaluate the effectiveness of cooperative learning models in improving critical reading skills. This study uses a meta-analysis study method by analyzing 28 articles extracted from the databases of Scopus, Google Scholar, EBSCO, EmeraldInsight, Science & Direct, SpringerLink, Taylor & Francis, and ProQuest. The meta-analysis allows researchers to combine the results of previous research, providing a more comprehensive picture of how effective a particular approach is in teaching critical reading. The research findings show that cooperative learning models significantly improve essential skills of reading more effectively than traditional ones. This is shown by the effect sizes based on the fixed model, showing the overall standard difference in the mean is 0.784 (95% CI, 0.689 to 0.880) with p-values = 0.00 (<0.05). Using a cooperative learning model, The measure showed positive effect sizes on critical reading learning. Based on these results, it can be concluded that the cooperative learning model effectively improves essential reading skills. However, several factors, such as the quality of the facilitators and the teaching methods, influence the results. The implications of this study show the need for a broader application of cooperative learning models to improve critical reading skills in schools and other educational institutions, with adjustments to the needs and characteristics of students.

Critical thinking is highly valued as an integral skill for promoting students’ development, and problem-based learning (PBL) is widely used as an essential method to facilitate the development of critical thinking. However, since individual studies cannot determine the precise overall effect size of PBL on the development of critical thinking, it is difficult to systematically analyze the various influencing factors that hinder PBL from achieving sufficient effectiveness. Therefore, this study adopts a meta-analysis method to examine PBL in depth, aiming to clarify the crucial methods and elements of applying PBL to enhance critical thinking and address the shortcomings of existing studies. This study investigates two primary questions: first, the efficacy of PBL in enhancing critical thinking skills in comparison to traditional pedagogical approaches, and second, the influence of moderating variables on the effectiveness of PBL. To address these questions, a total of 25 studies were selected for meta-analysis. The findings revealed an overall effect size of 1.081 under the random-effects model, with a confidence interval of [0.874, 1.288] and p < .05, indicating that PBL significantly outperforms traditional methods. The analysis demonstrated that the effectiveness of PBL is not significantly influenced by learning stage, sample size, or measurement tools, thereby broadening the applicability of PBL and challenging preconceived limitations associated with its implementation. However, the results also indicated that PBL effectiveness is moderated by teaching methods and subject types, which offers critical insights for educators seeking to adapt their instructional strategies when employing PBL.

Artificial intelligence (AI) has revolutionized higher education. The rapid adoption of artificial intelligence in education (AIED) tools has significantly transformed educational management, specifically in self-directed learning (SDL). This study examines the factors influencing Indonesian higher education students' intention to adopt AIED tools for self-directed learning using a combination of the Theory of Planned Behavior (TPB) with additional theories. A total of 322 university students from diverse academic backgrounds participated in the structured survey. This study utilized machine learning it was Artificial Neural Networks (ANN) to analyze nine factors, including attitude (AT), subjective norms (SN), perceived behavioral control (PBC), optimism (OP), user innovativeness (UI), perceived usefulness (PUF), facilitating conditions (FC), perception towards ai (PTA), and intention (IT) with a total of 41 items in the questionnaire. The model demonstrated high predictive accuracy, with SN emerging as the most significant factor to IT, followed by AT, PBC, PUF, FC, OP, and PTA. User innovativeness was the least influential factor due to the lowest accuracy. This study provides actionable insights for educators, policymakers, and technology developers by highlighting the critical roles of social influence, supportive infrastructure, and student beliefs in shaping AIED adoption for self-directed learning (SDL). This research not only fills an important gap in the literature but also offers a roadmap for designing inclusive, student-centered AI learning environments that empower learners and support the future of SDL in digital education.

Mindfulness, recognized as a protective factor against learning burnout in higher education, has garnered considerable attention, yet its underlying mechanisms remain underexplored. This study examined the relationship between mindfulness, regulatory emotional self-efficacy, and learning burnout. Data from 461 Chinese university students were collected using a correlational design and cluster sampling method, employing the Five Facet Mindfulness Questionnaire, University Student Learning Burnout Scale, and Regulatory Emotional Self-Efficacy Scale. Hypotheses were tested using partial least squares structural equation modeling. Results showed that Participants exhibited above-average mindfulness (M=3.090), learning burnout (M=3.278), and regulatory emotional self-efficacy (M=3.417). Results revealed that mindfulness is directly and negatively related to learning burnout (β=-0.679, t = 28.657, p < .001). Regulatory emotional self-efficacy (β = -0.357, t = 8.592, p < .001) was significantly and negatively related to learning burnout. Mindfulness was significantly and positively related to regulatory emotional self-efficacy (β = 0.638, t = 24.306, p < .001), and regulatory emotional self-efficacy (R2: from .461 to .537) partially mediated the relationship between mindfulness and learning burnout. Besides, the Importance-Performance Matrix Analysis revealed that managing negative emotions significantly contributes to learning burnout but performs poorly, whereas non-reacting demonstrates both the lowest contribution and performance. Findings suggest that mindfulness indirectly alleviates learning burnout through regulatory emotional self-efficacy, providing evidence-based insights for targeted mindfulness interventions in higher education.

This study investigated the relationships between conflict management strategies and family functioning among university students from diverse ethnic backgrounds in the multicultural context of Kosovo. A cross-sectional design was used with 362 university students (183 female, 179 male) comprising Kosovo Turks (58.6%), Albanians (23.8%), and Bosnians (17.7%). Data were collected using the Conflict Management Strategy Scale and Family Assessment Device. Path analysis was used to examine relationships between conflict strategies and family functioning dimensions. Students preferred compromising strategies most (M = 3.68) and withdrawing least (M = 2.98). Family functioning was healthy in problem-solving, communication, roles, affective responsiveness, and general functioning (scores < 2.0), but unhealthy in affective involvement (M = 2.29) and behavioral control (M = 2.12). Significant ethnic differences emerged in communication (F(2,144) = 3.158, p = .045, η² = .020) and behavioral control (F(2,149) = 4.109, p = .018, η² = .018), but not in conflict strategies. Path analysis revealed that withdrawing strategies negatively affected family functioning (β = .113-.143), while smoothing strategies had positive effects (β = -.139 to -.220). However, conflict strategies explained only 1.6-4.3% of the variance in family functioning (R² = .016-.043), indicating small effect sizes. While statistically significant relationships exist between conflict management strategies and family functioning, effect sizes are modest. Ethnic variations in these relationships emphasize the importance of cultural considerations for family counseling practices. The findings suggest that conflict management training may have a limited direct impact on family functioning, highlighting the need for comprehensive, culturally sensitive intervention approaches.