School dropout intention and reduced academic achievement are two crucial indicators of school dropout risk. Past studies have shown that school performance plays a mediating role in the models explaining dropout intentions. School burnout and test anxiety have been identified as predictors of both academic performance and school dropout. However, their combined effects on the intention to leave school have not yet been investigated. We aimed to address this gap by exploring the predictors of school dropout intention in a sample of 205 French secondary school students. Structural equation modelling analyses have revealed the specific facets of school burnout (devaluation) and test anxiety (cognitive interference) that explained the school dropout intentions and academic performance. Grade Point Average (GPA) was a mediator of the effects of these variables on the intention to drop out of school. The findings highlight the need to acknowledge assessments as a school stress factor that could contribute to health problems and intentions to drop out of school.

The world is looking forward to advancements in artificial intelligence (AI) technology, with significant research underway regarding the application of AI in education. This study analyzed publications on the potential of AI in secondary schools, focusing on its bibliometric aspects. Data from the Scopus database revealed 1,764 publications from 2019 to 2024. The analysis showed a steady annual growth in publications in this area. China and the USA were the leaders in the number of publications. Xiaoyue Wang was the most prolific researcher, having authored 71 AI-related articles. Yueying Li, Xiaoxu Chen, Yanzhu Zhang, and Yi Liu contributed to the field with 56, 55, 53, and 51 articles, respectively. The themes that emerged from 2019 to 2022 are related to media, application, study, institutions, artificial, digital, learning, factors, development, technologies, medical, automated, perception, support, and sustainability. From 2023 to 2024, the topics discussed in AI are related to students, education, perception, algorithms, digital, prediction, networks, challenges, writing, teachers, AI-powered, curriculum, century, integration, technology, and framework. The difference in research in 2019-2022 and 2023-2024 is focusing the theme's focus from the general to the specific. The co-occurrence analysis revealed that prominent keywords appeared in 3 clusters. Cluster 1 is the most popular in recent times. It deals with the application, assessment, and management of AI. Cluster 2 relates to AI relationships and models, while Cluster 3 relates to AI data sources.

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.

In this article, we present a study that examined the effects of visual art activities on the realization of aspects of empowerment in a blind ninth-grade elementary school female student with minimal residual vision. We focused on three key aspects: well-being, positive self-image, and empowerment of strengths and weaknesses. In addition to the student, her mother and a personal assistant who accompanies the student during each activity in art class participated in the study. Based on initial interviews with all three participants, we developed ten visual art activities that address at least one of the listed aspects in different ways. Based on interviews, rating scales, observations and analysis of the visual art solutions, we found that visual art activities have a significant impact on improving a person's well-being, helping to strengthen a good self-image, reinforcing strong areas and developing weaker ones. In the future, we could broaden the range of psychological aspects that could be influenced by artistic activities, and we would also obtain more interesting and reliable results if more people with different special needs were included in the research.

The concept of technological pedagogical content knowledge (TPACK) is presented as a framework that guides how to effectively integrate technologies in the educational environment. Through this model, we investigate the ethical implications related to the use of digital tools in teaching, and we outline the necessary knowledge that educators should have to address these issues of ethics and technology in the classroom. We assess the professional, ethical knowledge of pre-service teachers regarding their use of technologies using a descriptive and exploratory mixed-methods approach. The data for this research come from a Likert-scale questionnaire administered to 616 teacher-training students in Spain, as well as from personal interviews with 411 of them. From these data, we identify four of the eight dimensions of ethical knowledge: professional, ethical knowledge, ethics in the use of technologies, pedagogy for their integration in the classroom, and the use of content specific to the disciplines of pre-service teachers. The results obtained indicate that the preparation of educators with professional, ethical knowledge in training is insufficient, which highlights the need to address this issue in the post-pandemic context of the 21st century. Among the difficulties detected, it should be noted that this study is limited to a European university and a sample chosen for convenience, so it would be advisable to extend the study to other European universities.

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.

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 examines the factors influencing English language achievement among non-English major undergraduate students in Thailand, with a specific focus on the differences between high-achieving and low-achieving learners. Conducted at Rajamangala University of Technology Lanna, this research adopts a mixed-methods approach, combining quantitative data from questionnaires and qualitative insights from semi-structured interviews. Three primary influencing factors were identified: student-related factors (e.g., motivation and self-regulated learning), teacher-related factors (e.g., pedagogical practices and teacher-student interactions), and environmental factors (e.g., availability of learning resources). Student motivation and self-regulation emerged as the strongest predictors of success, while teacher-related factors unexpectedly showed a negative influence, suggesting a misalignment between teaching strategies and student needs. Environmental factors, though positively perceived, had a less direct impact on outcomes. Practical implications include enhancing intrinsic motivation, adopting tailored teaching strategies to meet diverse learner needs, and strengthening teacher-student relationships to support low-achieving students. Policymakers are encouraged to address resource disparities and develop targeted interventions to enhance English language proficiency among students.

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.

The digital age has sparked interest among educators in utilizing information technology, especially artificial intelligence (AI) chatbots. Due to the constant technological involvement, students must also acquire solid digital skills, especially AI proficiency, for learning and everyday life. However, there are few studies on models applying AI in teaching to develop mathematical abilities for high school students. Therefore, this paper proposes a theoretical framework for incorporating AI chatbots into education, boosting students’ mathematical problem-solving competence. Based on student data analysis, this framework will cover teaching, assessment, feedback, and dynamic learning activity adjustment. The paper then explains the operations of AI chatbots to provide personalized feedback. This process emphasizes the importance of error handling and information security, ensuring safety and efficiency in the learning process. This theoretical model supports the integration of AI chatbots in personalized teaching, specifically for improving mathematical skills.

This study investigates the ideological orientations of teachers and the potential transformation of these orientations over 14 weeks, focusing specifically on their conceptualizations of educational ideologies within conservative and liberal frameworks. The research employs an inventory-based assessment to capture participants’ ideological stances. Initial findings revealed participants’ tendency to associate ideological labels with political dualities, reflecting simplified views on educational ideologies. Throughout the study’s second phase, participants engaged in critical reading assignments and reflective discussions designed to expand their awareness and understanding of various educational ideological paradigms. Findings indicate a notable shift in ideological positioning, primarily driven by exposure to foundational texts and structured reflection sessions. In the final phase, participants re-took the initial inventory, allowing for a direct comparison of ideological stances. The comparative analysis demonstrated subtle yet significant shifts, particularly regarding participants’ views on the interrelations between educational ideology, social equity, and the intellectual demands of modern pedagogy. This study underscores the transformative potential of immersive engagement with diverse ideological perspectives, highlighting the need for professional development models that prioritize reflective dialogue and critical exploration of ideological content.

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.

: 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.

To ensure a sustainable future, it is important to align educational practices with global sustainability goals. This study examines the impact of integrating the United Nations’ Sustainable Development Goals (SDGs) into a first-year social education methodology course. Using a survey of 70 students, the relationships between students’ knowledge of the SDGs, their academic performance, and their satisfaction with the integration of the SDGs into their course curriculum were analysed. Findings indicated a significant correlation between enhanced understanding of the SDGs and improved academic performance. The incorporation of the SDGs into the course received somewhat mixed evaluations, however, with most students reporting high overall satisfaction but identifying specific aspects as in need of improvement. Despite this, a greater increase in knowledge of the SDGs by the end of the course appeared to enhance students’ overall satisfaction with the teaching project. These outcomes emphasise the complexity of embedding sustainability in higher education, suggesting that while direct academic improvements may be subtle, cultivating knowledge of the SDGs is pivotal for fostering better educational outcomes and greater student satisfaction. Future research should consider longitudinal and qualitative studies to further explore these dynamics and provide deeper insights into the long-term effects and experiential aspects of integrating the SDGs into university education.

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.