Recent research has identified factors influencing the choice of a special education career; however, it has not thoroughly examined their connection with personality traits and identity status. Thus, the present study was designed to explore how different personality traits and identity statuses correlate with the motives and perceptions associated with the choice to teach in special education. The study involved 209 pre-service special education teachers. The NEO-Five Factor Inventory was used to measure the Big 5 personality traits. The Ego Identity Process Questionnaire assessed identity commitment and exploration. The Factors Influencing Teaching Choice Scale was used to evaluate motivations and perceptions about teaching. Regarding the factors that influenced the decision to pursue a career in special education, intrinsic value, shaping children’s future, social equity, making social contributions, working with children, task demands, and job satisfaction were highly rated. Additionally, extraversion, openness to experience, conscientiousness, and identity statuses were identified as positive predictors for certain factors influencing the choice of a teaching career in special education. Finally, the study identified two distinct groups of students: "Identity Achievers" characterized by high positive personality traits, and identity commitment, and "Identity Explorers" characterized by lower positive personality traits and higher identity exploration. Differences were observed between the groups in their motives and perceptions concerning teaching in special education. In conclusion, this study highlights the relationships between personality, identity status, and career decision factors, offering insights into the factors that influence this critical career decision among future special educators. Directions for future research are discussed.

The development of communicative competence is a fundamental goal of Slovene language teaching in Slovene primary schools. As part of this goal, reading literacy is also being developed. In the project Reading Literacy and the Development of Slovene–ARLEM (Awareness, Reading, Language, Evaluation, Models), a reading comprehension test for fifth and eighth grade has been developed, consisting of four tests. This article focuses on two of them, the Vocabulary Test and the Reading Comprehension Test for fifth and eighth grade. A study conducted among more than one thousand students showed a correlation between students’ vocabulary comprehension and reading comprehension, and a relationship between these two variables and teachers’ assessment of students’ reading and students’ grades in the school subjects Slovene, math, and social studies / history. The results also show that, on average, boys score lower than girls, that on average, students whose first language is not Slovene score lower than students whose first language is Slovene, and that students who receive additional professional help with reading score lower than students who do not need additional help with reading. The results confirm the importance of developing vocabulary and reading skills randomly and in a planned way in all school subjects. Furthermore, the results show the importance of acquiring reading techniques over time and developing reading motivation. Furthermore, the results show the need for cross-curricular integration, individualization, and differentiation.

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

The field of education greatly benefits from inclusive education, which is praised for acknowledging and valuing student diversity and individual needs. Kosovo, as a newly independent country, went through major reforms, particularly in the realm of education, which is marked, among others, by initiatives that anticipate fostering and promoting inclusive education. Initiatives and programs throughout the country were designed and initiated to promote and advocate for inclusivity in the education system. To foster inclusivity, assistants for students with special educational needs were introduced to enable students with special needs to be part of regular education. Thus, in this study, the experiences of assistants for students with special educational needs in Kosovo are explored. This study employed semi-structured interviews to collect data and utilized thematic analysis to identify key themes and topics. The participants in the study included nine assistants for students with special education needs, reflecting diverse perspectives and experiences in the field of inclusive education. The following themes and topics were identified as the main findings of this study: (a) joy, excitement, and pride with the work; (b) individualized education plan (IPE); (c) lack of resources and guidelines; (d) (lack of) cooperation with parents and families; (e) united in unity: the power of collegial support; and f) promoting and advocating for inclusive education.

One of the ways to enhance and improve the quality of learning delivery is through the use of technology, particularly the Internet, which facilitates faster and easier access to information. This research aims to explore the degree to which factors such as digital literacy, metacognitive awareness, meaningful learning, habits of using smartphones, and personal learning competence are related to one another. Both the relationship between metacognitive awareness and personal learning competence, as well as the relationship between smartphone habits and personal learning competence, are moderated by a moderating variable known as the fear of missing out. Fear of missing out is a moderating variable. Structural equation modeling, specifically partial least squares, was employed to analyze data from 597 engineering students. SmartPLS version 4 was the tool used for this analysis. The study found that the moderating variable, fear of missing out, significantly impacts metacognitive awareness, learning personal competence, and smartphone habits, making it a crucial factor to investigate. This result is significant because it is a variable that influences the learning that students go through for their education and because it is an extremely important thing to investigate.

With the current rate of technological advancements, higher education institutions around the world are increasingly adopting a wide variety of technology-related approaches to instruction. One of the teaching strategies used on digital platforms that has been successfully and widely adopted in higher education institutions is blended learning (BL). The objective of this investigation is to provide a comprehensive examination of the research efforts on BL in the context of higher education (HE) over the past 20 years, including the rise in publications, the most cited scientific journals and sources, and the upcoming research topics. This paper uses bibliometric analysis with a dataset of 651 documents from Scopus data, including 638 authors from 95 countries published in 271 journal sources. The results of the study show that the top three countries for BL research in higher education are the United Kingdom, the United States, and Australia; the authors with the highest citation indexes are D. R. Garrison and B. Means, and the top two publishing sources are Education and Information Technologies and Internet and Higher Education. Based on the analysis, the main trends detected are (a) student participation and environment, (b) educational technology instructional innovation, (c) effective instructional strategies within the parameters of the COVID-19 pandemic, (d) effectiveness of evaluation in BL environments and (e) BL with Massive Open Online Courses (MOOCs) and Learning Management System (LMS) in HE. These findings offer meaningful insights to early career researchers who consult the publications and research lists above, as well as to policy makers who develop suitable BL in HE policies.

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.

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.

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.

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.

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 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 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 explores the impact of artificial intelligence (AI) integration on students' educational experiences. It investigates student perceptions of AI across various academic aspects, such as module outlines, learning outcomes, curriculum design, instructional activities, assessments, and feedback mechanisms. It evaluates the impact of AI on students' learning experiences, critical thinking, self-assessment, cognitive development, and academic integrity. This research used a structured survey distributed to 300 students through Microsoft Forms 365, yet the response rate was 29.67%. A structured survey and thematic analysis were employed to gather insights from 89 students. Thematic analysis is a qualitative method for identifying and analysing patterns or themes within data, providing insights into key ideas and trends. The limited response rate may be attributed to learners' cultural backgrounds, as not all students are interested in research or familiar with AI tools. The survey questions are about AI integration in different academic areas. Thematic analysis was used to identify patterns and themes within the data. Benefits such as enhanced critical thinking, timely feedback, and personalised learning experiences are prevalent. AI tools like Turnitin supported academic integrity, and platforms like ChatGPT and Grammarly were particularly valued for their utility in academic tasks. The study acknowledges limitations linked to the small sample size and a focus on undergraduate learners only. The findings suggest that AI can significantly improve educational experiences. AI provides tailored support and promotes ethical practices. This study recommends continued and expanded use of AI technologies in education while addressing potential implementation 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.

The field of engineering education is constantly evolving to meet the challenges of technological and societal advancements. Continuous research should be conducted to identify the potential match between the skills that employers seek and the ones engineering graduates gain at college. The purpose of this study is to identify areas of agreement and disagreement between the faculty and employers regarding the skills and knowledge that engineering students acquire during their undergraduate education. The study uses an explanatory sequential design method by employing a questionnaire that was developed based on the Engineering Competency Model (ECM) by the Employment and Training Administration of the USA Department of Labor and responded to by 125 volunteer engineering faculty. Additionally, interviews were conducted with 2 industry professionals to gain deeper qualitative insights. The study found that while faculty mainly stated that students acquire personal effectiveness, academic, and workplace competencies in college, employers disagreed with these perceptions, particularly regarding interpersonal skills, integrity, professionalism, writing, and communication. Additionally, the study found a significant mismatch between faculty and employer assessments of industry-wide competencies, with employers expressing concerns about graduates' preparedness in areas like design, business, and sustainability. These findings suggest significant updates and cooperation with industry experts in engineering curricula and their implementation.