This study examines how work well-being is addressed in Finnish leadership education programs. The data consist of 91 publicly available course descriptions from Finnish leadership education programs in 2023, including those for master’s degrees from universities of applied sciences, traditional university-level leadership programs, and specialist vocational qualifications in leadership and business management. The study uses content analysis to examine the role of work well-being in leadership training. The results indicate that work well-being is often linked to organizational performance and treated as a tool for achieving economic goals, with less emphasis on the inherent value of employee well-being. This instrumental approach is prevalent across the different types of leadership training programs, including those found in the universities of applied sciences, traditional universities, and programs for specialist vocational qualifications in leadership and business management. The study also finds that leadership training programs often emphasize self-leadership and personal development, which can perpetuate a culture of individual responsibility for well-being and may lead to superficial leadership practices. The study concludes that Finnish leadership educators should prioritize holistic approaches to work well-being in leadership training, emphasizing its intrinsic value alongside its role in organizational performance, while researchers could explore methods to integrate and evaluate these balanced perspectives in diverse educational contexts.

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.

This study evaluates the impact of an educational intervention strategy – Project-Based Learning (PBL) – designed to enhance university students' knowledge of the Sustainable Development Goals (SDGs), their integration into academic curricula, and their relevance for future professional and personal applications. The research is motivated by the recognised importance of the SDGs in education and the current limited integration and understanding within higher education settings. The study applied a pre-test and post-test experimental design used, involving 199 first-year students from the University of Cordoba (Spain), enrolled in Primary and Early Childhood Education programmes. The intervention comprised PBL activities aimed at increasing knowledge and perceptions of the SDGs. Data were collected using a questionnaire assessing three dimensions: knowledge of the SDGs, the importance of their inclusion in the curriculum, and the perceived relevance of applying SDG principles in professional and personal contexts. The findings indicate that the intervention strategy effectively improved, albeit partially, students' understanding and perception of the SDGs. There was a significant improvement in students' knowledge. However, regarding the perceived importance of integrating the SDGs into their curriculum and the relevance of the SDGs for their future professional and personal lives, no effects were observed. These results underscore the partial efficacy of PBL in promoting sustainability competences and global citizenship among students, suggesting the need to explore other pedagogical methodologies for greater effectiveness. The study advocates the integration of SDGs into higher education curricula to better prepare students for future challenges, emphasising the need for further research to explore the long-term impacts and broader applicability of such educational intervention.

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.

The higher education system in Vietnam is undergoing a significant shift from training based on university capacity to training based on labor market demands. In a developing economy dominated by small and medium-sized enterprises, it is a big challenge to train graduates to meet changing and very diverse competence requirements. AI and machine learning tools are applied in three stages: (a) processing survey data: Expected learning outcomes (pELOs) are quantified into credit values, with each module's contribution determined using the apriori algorithm and expert methods; (b) Optimizing framework curricula (FC): A genetic algorithm identifies module combinations that meet all pELOs while minimizing redundancy within a specified study duration; (c) Framework curriculum adjustment (FCA): An FCA tool, using genetic algorithms, enables schools to update FC annually and allows learners to personalize their programs. WEKA is used to implement the apriori algorithm (https://www.cs.waikato.ac.nz/ml/weka). The PASCAL language is used to write GA and its associated subroutines. Foreign language bachelor's degree programs at the University of Languages and International Studies Vietnam National University, Hanoi, (ULIS-VNU) were used to test algorithms and procedures. According to the calculations, present FCs have caused overstudy and can be modified for every employment post to reduce the surplus credit values that have accrued. Furthermore, FCA can assist in making the curriculum more flexible so that students can more easily switch out FC modules based on their skills and circumstances while still meeting all of the stated ELOs. Under project number N.21.13, this research piece was finished with assistance from ULIS-VNU.

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 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.

This article provides a comprehensive guide to conducting and documenting systematic reviews (SRs) in educational research. While SRs are increasingly recognized for their value in synthesizing and evaluating literature on specific research questions or topics, there remains a notable scarcity of research-based papers that guide their development within the field of education. Systematic reviews, distinguished from traditional literature reviews by their standardized processes—including systematic searching, selection, and critical appraisal of relevant studies—offer a more accurate and comprehensive understanding of the research landscape by integrating findings from multiple sources. This paper underscores the importance of adhering to established methodologies and guidelines to ensure the quality and reliability of SRs. Essential elements discussed include defining research questions, developing search strategies, applying inclusion and exclusion criteria, and synthesizing results. The paper also highlights the role of frameworks such as the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in enhancing transparency and methodological rigor. By following this structured approach, researchers can produce systematic reviews that provide valuable insights into educational practices and policies, thereby supporting evidence-based decision-making and advancing the field of education.

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 umbrella review aimed to synthesize variables that explain dropout among students in preschool, primary, secondary, and high school education. The study focused on peer-reviewed articles indexed in SCOPUS, Web of Science, and ERIC, identifying five systematic reviews that provided comprehensive insights. Key findings revealed individual factors, such as insufficient parental support, emotional and behavioral challenges, and substance use, play significant roles in influencing student dropout. Socioeconomic factors, including poverty, financial constraints, and social inequalities, were also identified as critical contributors. Additionally, institutional elements such as inadequate school infrastructure, insufficient teacher training, and a lack of culturally relevant resources emerged as barriers to student retention. This review highlights research gaps in political-legislative, sociocultural, and family determinants, longitudinal analyses, dropout interventions’ long-term effectiveness, and marginalized populations’ representation, limiting a comprehensive understanding of student dropout and effective policy development. Recommendations include targeted policies and interventions that foster inclusive and supportive educational environments, reduce inequities, and improve access to resources to minimize dropout rates among students in preschool, primary, secondary, and high school education.

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.  

This research investigated the validity of measurement and causal model of online scam protection behavior (OSPB) among at risk Thai students. The sample comprised 286 high school students from three demonstration schools under the University. Data were analyzed using descriptive statistics, confirmatory factor analysis (CFA), and structural equation modeling (SEM). The factor loadings for all items satisfied the standard criteria with scores ranging from .40 to .80, item-total correlations ranging from .405 to .718, and Cronbach’s alpha coefficients ranging from .773 to .928. The modified model demonstrated a better fit with the empirical data (χ² = 47.62, df = 37, p = .113,  χ²/df = 1.287, RMSEA = .032, SRMR = .028, GFI = .97, CFI = 1.00, NFI = .99). All factors: a) awareness of online risks, b) inhibitory control, c) game-based learning, d) social support, and e) motivation to prevent online scams can predict 81% of OSPB. The motivation to prevent online scams strongly influenced OSPB, with an effect size of .60. Additionally, all factors can predict 88% of the motivation for online scam prevention, suggesting that Protection Motivation Theory (PMT) is a suitable framework for understanding and evaluating Thai students' preventive behaviors in online deception scenarios. This newly developed instrument is highly reliable and can be effectively used by researchers and educators to assess the risk of online fraud victimization among high school students.

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.

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.

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.

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.

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 presents a comprehensive bibliometric and content analysis of research on autism and mathematics learning from 2010 to 2024. A total of 131 peer-reviewed articles were retrieved from the Web of Science (WoS) database using keywords such as autism, mathematics, learning, and intervention. Bibliometric analysis was conducted to quantitatively examine publication trends, leading authors, contributing countries, and co-authorship networks, offering a macroscopic overview of the field’s evolution. Visualisations generated using VOSviewer further illustrated keyword co-occurrence and thematic clustering. Complementing this, content analysis provided a qualitative synthesis of research themes and conceptual progressions across the literature. The findings revealed a clear thematic evolution. Early research (2010–2015) predominantly focused on behavioural interventions, structured instructional approaches, and basic numeracy development. Mid-phase studies (2016–2020) introduced inclusive pedagogies, social-emotional considerations, and differentiated instruction. Recent research (2021–2024) has shifted towards personalised, technology-enhanced instruction, Universal Design for Learning (UDL), and the integration of digital tools in mathematics education. Despite this growth, several gaps remain. Research remains limited in addressing cross-cultural diversity, long-term evaluations of digital interventions, and the adaptation of pedagogies in underrepresented regions. This study emphasises the need for future research to explore culturally responsive frameworks, the sustainability of technology uses, and equity in mathematics education for autistic learners.