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

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

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.

This complex personality trait serves as the main topic of our paper due to the increasing prevalence of perfectionism as well as the rising demands from educational organizations. Our paper can fill a research gap by examining its definitions, models, components, and influencing elements (personality, gender, and immediate environment) in addition to the role of perfectionism in secondary and tertiary education. We assume that perfectionism in higher education is based on its development at secondary school, and it is becoming more intense in time. In 2023 the authors conducted a survey among Hungarian university students to determine the degree to which the participants pursue perfectionism in their professional and personal lives. The questionnaire finally resulted in 550 responses. The findings of our research suggest that women tend to be more perfectionist, but the picture is differently deemed by individuals than by their immediate surroundings. Another noteworthy result revealed that personal perfectionism also depends on the people with whom those who consider themselves perfectionists live. Our SEM model also showed that perfectionism is stronger throughout university studies and that it might be descended from secondary school perfectionism. Personality traits do affect perfectionism at school, which intensifies in higher education after graduating from secondary school.

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

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

Augmented reality offers diverse potential applications for STEM education, enabling students to engage directly with virtual elements in real-time and providing them with immersive, natural experiences. This study conducted a bibliometric analysis of articles on this topic on the Scopus database to determine some quantitative information, such as general information about publications, countries, institutions, authors with the most contributions, and key trends in applying augmented reality technology in STEM education. An analysis of 201 studies published from 2005 to 2023 using Biblioshiny software and VOSviewer reveals that the United States leads in the number of studies conducted on this issue. Kryvyi Rih National University, Ukraine, has the most studies. The authors who contributed the most studies with the most citations on this issue are Lindner, C. and Rienow, A. from Ruhr University Bochum, Germany. Two primary research trends emerge, focusing on how Augmented Reality technology is utilized, particularly in STEM fields like Chemistry, which combines learning forms with other learning support tools and media such as mobile applications. Secondly, integrating augmented reality and virtual reality technologies into STEM programs at the university level, design of games, and virtual tools. This study offers important data for researchers looking to explore future applications of augmented reality technology within STEM education.

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

This study 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.

Sensory integration (SI)-based intervention programs aim to improve the motor performance of children with moderate autism spectrum disorder (MASD), which may contribute to the development of their gross and fine motor skills. This study aimed to explore the effectiveness of a SI-based training program in developing gross and fine motor skills in 70 children with MASD aged 6–9 years (M = 7.11, SD ± 1.19) and selected intentionally from a daycare center in Al-Ahsa in Saudi Arabia. The study used the quasi-experimental approach and followed the experimental design with two groups, which were randomly distributed and examined for equivalence. The study also used the Gross Motor Skills Scale (GMSS), the Fine Motor Skills Scale (FMSS), and the training program based on SI. The study found that the experimental group had significantly higher post-test scores in the GMSS and the FMSS than the control group, with these differences being statistically significant. However, no significant difference was observed between the post-test scores and the follow-up test scores within the experimental group, indicating stability in their performance over time. This indicates the effectiveness of the training program used in developing the targeted skills and the continuation of the training effect after the program’s application period. The study suggests that children should use SI-based training programs to enhance their motor skills.

Work-based learning (WBL) is an important tool for enhancing students' employability skills in vocational education and training. Many studies have underlined the importance of a variable of WBL, self-efficacy, and vocational identity in developing vocational students' employability skills. Nonetheless, the research is limited and examined separately. Therefore, this study investigates how WBL, self-efficacy, and vocational identity influence employability skills and how self-efficacy moderates between WBL and employability skills. Four hundred and three state university students in Yogyakarta were involved in the data collection. This study used structural equation modeling (SEM) analysis to test its hypothesis. The results of the study revealed that the implementation of WBL did not have a direct effect on employability skills; however, self-efficacy was able to moderate the relationship between WBL and employability skills. However, WBL directly influences vocational identity, which in turn directly influences employability skills, while self-efficacy also directly influences employability skills. This research has important implications for improving learning that can improve students' self-efficacy skills in an effort to build students' employability skills in vocational education and training.

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 paper presents the results of an action research conducted in a kindergarten in Sarajevo Canton. The participants were four female kindergarten educators who collaborated with two university professors who took the role of research leaders and moderators of reflective meetings. The action research was conceived as a model of professional development for preschool teachers in the Reggio pedagogy field, aiming to develop the skill of documenting pedagogical observation and the competence of implementing reflective practice (RP below the text) based on the Reggio principles. Data were collected on two levels: the educators documented their educational practice (photos, transcripts, videos, etc.), which was the basic material for analysis at collaborative reflective meetings, and all of it was documented by the research leaders. The data were analyzed simultaneously during the research (to decide on further action) and finally at the end of the research. The results of the research indicate that the action research raised awareness of the elements of traditional educational practice and developed the skills of pedagogical documentation management and the skill of implementing RP. Considering the limited time period for the realization of the research (14 months), significant but not optimal results were achieved, and there is still room for further progress in terms of improving the skills of keeping records and the capacity of RP implementation. It is necessary to systematically provide support for the professional development of educators through the development of reflective learning communities in kindergartens instead of the one-off and lecture-based forms that are offered.

 This study examines the research trends of Design Thinking (DT) in education during the period 2014–2024 through a systematic literature review. This study aims to analyze annual publication patterns, implementation across educational levels, research methodologies, authorship distribution, geographical spread, journal type distribution, and key themes from highly-cited publications in DT education research. The results show a significant increase in publications, especially in 2023–2024, reflecting growing academic interest in DT as an innovative approach to developing 21st-century skills. Qualitative research methods dominate, with most studies involving collaborative authorship. DT application was initially focused on higher education but expanded in secondary education while remaining limited in primary education. Asia leads in research contribution, while Africa shows lower output. Publications are distributed across educational, design-focused, and interdisciplinary journals. These findings underscore the importance of cross-disciplinary and global collaboration to accelerate DT adoption equitably. This study recommends strengthening educator training, developing holistic evaluation methods, and expanding quantitative research for more inclusive DT implementation.