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 rapid advancement of science, engineering, and technology, driven by the Fourth Industrial Revolution, has heightened the demand for a highly skilled workforce in science, technology, engineering, and mathematics (STEM) fields. Integrated STEM education has emerged as a key driver of educational innovation in Vietnam, spanning both general and higher education. The competence of university lecturers in delivering integrated STEM education, a newly recognized pedagogical and professional skill set, is crucial to the success of STEM education at the tertiary level. As with general pedagogical competence, the development of an integrated STEM education competence framework is essential for enhancing this capability among university lecturers. However, there remains a lack of theoretical foundation and best practices tailored to the Vietnamese higher education context. This study aims to develop a framework for integrated STEM education competence specifically for university lecturers through document analysis and survey research. Multivariate statistical techniques, including exploratory factor analysis (EFA), Cronbach’s alpha, and Pearson correlation, were applied to analyze data collected from 205 lecturers across nine public universities in Vietnam. The integrated STEM education competence framework for Vietnamese university lecturers consists of three component competencies and 23 items: designing and implementing integrated STEM education (15 items), assessing integrated STEM learning outcomes (4 items), and demonstrating positive attitudes toward integrated STEM education (4 items). The framework was found to be both reliable and valid, with strong positive correlations among the three component competencies. This study also outlines limitations and provides recommendations for future research.

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 article aims to answer the research question: How do 5th grade students experience the use of artificial intelligence (AI) tools to create a comic strip describing the survival struggle between the Myna and the Lesser Kestrel? This study utilized a case-study approach to examine the advantages and challenges experienced by 5th grade students using AI tools to create a comic strip about the Lesser Kestrel's survival struggle. Data were collected through qualitative methods, including student reflections, drawings, and analyses of the comic strips they created. Additionally, a questionnaire was used to assess students' attitudes towards the four components of 21st century skills: Creativity, critical thinking, collaboration, and communication. The study indicates that the development of 21st century skills among students requires a collaborative effort involving both parents and teachers. It is not sufficient to rely solely on technological tools; there must be intermediary processes and support from teachers, who are obliged to adjust their teaching methods. Additionally, a teaching approach that supports the creation of a future citizen with a humanistic outlook and awareness of the complexity of life, is essential. This approach develops students' environmental citizenship, which is also an important 21st century skill. This involves integrating ethical, inclusive, and holistic perspectives to address complex problems, such as the survival struggle between the Lesser Kestrel and Myna.

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.

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.

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.

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.

This study investigates how undergraduate art majors at the National University of Art Education in Vietnam perceive the cultural integration into their English curriculum. A quantitative design was employed using a researcher-developed questionnaire administered to 214 students. Data were analysed using descriptive statistics, independent-samples t-tests, and multiple regression. Findings indicated that students valued culturally relevant content, particularly materials connected to both Vietnamese and international art as well as experiential and student-centered instructional strategies. Reported challenges included limited cultural background knowledge, cognitive overload, and reduced confidence when discussing culture in English. Crucially, results from multiple regression revealed that how culture is taught may have a greater impact on students’ experiences than the content itself. Therefore, these findings underscore the importance of aligning instructional approaches with learners’ disciplinary identities and offer implications for culturally responsive curriculum design, professional development, and the implementation of context-specific teaching strategies in English language instruction for art students.