Systemic thinking skills are an increasingly important aspect of contemporary life for all students. Therefore, the first aim of the present study was to investigate the relationship between systemic thinking skills, epistemological beliefs, and mathematical beliefs in a sample of 120 secondary school students aged 16-18 years in Saudi Arabia. The second objective was to examine gender differences in these three variables. Participants answered scales measuring the Systemic Thinking Inventory (STI) and the Mathematical Beliefs Scale (MBS) created by the researcher. Additionally, participants answered the Epistemic Belief Inventory (EBI). Results showed a positive correlation between systemic thinking skills, epistemological beliefs, and mathematical beliefs. In addition, significant differences were found in favor of men on the systemic thinking skills on the holistic vision of the system and systemic synthesis skills subscales and females on the systemic analysis subscale. Significant differences were found in epistemological beliefs. A particular difference was innate knowledge and omniscient authority in favor of males, simple knowledge, certain knowledge, and rapid learning in favor of females. In addition, differences were found for mathematics teacher competence and self-efficacy beliefs in favor of males and the usefulness of learning mathematics, difficulty in mathematics, and enjoyment of mathematics in favor of females. The results are discussed in light of the relevant literature, and suggestions are made.

This article addresses the impact of accelerated technological development on the world of work, the main characteristics of the new expected generation of workers (Generation Z), and the unique demands placed on educational systems. The educational systems must adapt to society's expectations in the 21st century to remain relevant in a world with uncertainty regarding the labor market. Throughout the article, we present findings from the research literature on the new requirements of learners in the 21st century, highlight the main characteristics of the new generation of workers (Generation Z), and outline the importance of the education system in training and acquiring necessary skills. These requirements include skills for integrating learners into society and employment due to the new demands of the labor market.

This paper analyzes the key determinants of the quality of preschool education in Bosnia and Herzegovina. Based on the analysis of recent data, the paper indicates the status and development trends in this regard in the last decade. Although preschool education in Bosnia and Herzegovina has a long tradition, it is facing a number of challenges, mostly arising from the arrangement of the state system and post-war transition processes which have significantly impoverished this level of education. Therefore, the main goal of this paper is to point out the recent public policy efforts made in the attempt to ensure the quality of preschool education in Bosnia and Herzegovina, as well as the effects that are being achieved in this regard. Since quality can be approached from the aspects of structure and process, the elementary structural and process dimensions of preschool education will be taken as units of this analysis. Conceptualizing the results of this analysis, the status and quality of preschool education in Bosnia and Herzegovina will be positioned through an orientation towards the European framework for the quality and development trends of preschool education in Europe.

A socio-scientific issue is one of the learning techniques used today, which uses various scientific sources to make students think scientifically to conduct a dialogue and discuss solving a problem. Various problems in socio-scientific are controversial, requiring reasoning, and ethical evaluation in the decision-making process. A conflict between chemical reason and students' social point of view will cause students' different assessments and attitudes towards the socio-scientific issue. This study is a research and development (R&D) that focuses on the instrument's validity with the factor analysis technique to assess attitudes towards the socio-scientific issue in chemistry learning. CFA and EFA analysis found five factors in the tool: anxiety, interests, likes, benefits, confidence, validity, and reliability. The total reliability coefficient is .853. Of the eight instrument feasibility analysis requirements, seven instruments were declared fit to meet construct validity.

The decline in student character is the result of low student learning outcomes. The common student learning outcomes are influenced by several factors, and one of them is teacher-centered, monotonous learning model. For this reason, it is deemed necessary to conduct research that aims to determine the effect of project-based assessment on values clarification technique (VCT) learning on improving students’ learning outcomes by controlling the family environment. This study uses a 2x2 factorial experimental design. The sample was selected through multistage random sampling with 120 students. The two-way ANCOVA data analysis technique was used to analyze the data. The findings obtained after controlling the family environment are: 1) civics learning outcomes from the group of students who used value clarification techniques are higher than those using conventional learning models and 2) civics learning outcomes from the group of students who were given project-based assessments are higher than the group who are given conventional assessments. Thus, it can be recommended that civics education teachers used appropriate VCT and project-based assessments to improve learning outcomes.

Kosovo's education system has two different vocational education and training schools: professional schools and centres of competence. The local authorities-municipal directorates of education manage the professional schools, while the centres of competence are managed at the national level by agency for vocational education and training and adult education (AVETAE), operating under the Ministry of Education. This paper compares the collaboration between public schools, centres of competence, and private businesses. For this research, we used the mixed research methodology by interviewing coordinators of career centres from two professional schools and two centres of competence, and four managers of different firms. The research included a questionnaire filled by teachers from both institutions, prepared using the Likert scale. We analysed the data from this research to identify the differences in how those institutions develop partnerships with private businesses to secure better internship opportunities for their students. The study will provide data about the sustainability of cooperation between these two institutions in the creation of employment opportunities for their graduates. The outcomes will help professional schools and centres of competence to improve their cooperation with the labour market. It will help the career centre coordinators and business owners to create new job opportunities for development.

The delivery of science, technology, engineering and mathematics (STEM) learning to improve an individual’s competence and future career interests has become a critical scientific undertaking for teachers and researchers alike. A plethora of research has proposed various hands-on robotics activities built on constructivist theories, thereby facilitating the development of knowledge based on reality for scientific and non-scientific stakeholders. Robotics may become an essential focus point within technology provision, which is an essential underlying characteristic for the seminal development of computational thinking (CT). However, despite the potential benefit of CT in developing an individual’s problem-solving skills, strategies for improving this ability through hands-on robotics activities largely remain underexplored. This paper highlights the constructs drawn from hands-on robotics activities in a STEM workshop designed for pre-service teacher students. The qualitative research design involved eight participants to investigate the responses of pre-service teachers to a hands-on robotics activity intended to provide STEM material. The research findings emphasise the correlations between the CT principles and STEM learning phases and underscore the roles played by educational robotics to enhance previous literature on learning experience.

The aim of this article is to highlight the history of social work in Kosovo, regarding the major political climate from 1945 to the present. Unfavorable political developments that have existed in Kosovo for a long historical period have made it impossible to develop the social work profession compared to the countries of the region. Although the Former Yugoslav Federation claimed to be a socialist country, the social differences between states and provinces within this were large. The findings of the paper show that social work did not develop in Kosovo as a profession until specific structures, such as the emergence of the University of Pristina as a legal structure of education for Kosovo Albanians, which has been offering a degree program in social work for almost a decade now. The political orientation and organizational infrastructure are highly relevant for the execution and education of social work. Literature review is the methodological framework of this paper. Education and social work have been shown to be an extraordinary opportunity for the transformation of society.

Phonological awareness relates closely to listening and speaking skills. It also has an important role in learning to read in an alphabetic writing system. In the context of learning a new language, it is essential to figure out an appropriate strategy in accelerating the phonological awareness skill. The present study aims at investigating the effect of embedding phonological awareness training in adult English as a foreign language (EFL) learners’ phonological awareness skill. It involved 63 EFL students who were divided into two groups: Experimental and control. The data were taken by using a phonological awareness test and analyzed by using independent samples t-test. The overall comparison showed that the experimental group who received an embedded phonological awareness training for 4.5 hours (45 minutes of six meetings) surpassed the control group who joined a regular vocabulary class without phonological awareness training (p = .017). Thus, phonological awareness training effectively accelerates adult EFL learners’ phonological awareness skills.

High school teachers are mentors and facilitators that must be concerned about their students' formal thinking abilities. Students may not take a conservation task seriously because they perform operations without consulting. This necessitates modifying the learning process to increase student motivation. Therefore, this study aimed to examine students' mathematical spatial literacy through project-based blended learning with the cognitive conflict strategy. The study sample comprised 129 students, including 66 and 63 in the experimental and control classes, respectively, divided into the low, medium, and high levels. The findings showed that the experimental class students using project-based blended learning with the cognitive conflict strategy had higher mathematical spatial literacy than those in the control class using problem-based learning. Project-based blended learning with the cognitive conflict strategy and problem-based learning students at the high and moderate levels differed in their ability to increase their mathematical spatial literacy. However, low-level students are comparable in their ability to increase their mathematical spatial literacy.

The loss of direct experiences with nature among today's children is of concern as it affects their conservation willingness (CW). While little is known about the influence of live experiences on CW, much less is known about how these events are related. This study aimed to examine the serial mediating effects of biodiversity knowledge (BK) and affective attitudes (AA) on the relationship between live experiences with species and CW. An online questionnaire was administered to 429 school children (11-12 years) in the Maldives. A two-serial mediation analysis revealed that live experiences exerted significant negative direct and positive indirect effects on CW. Thus, although a predictive sequential pathway from live experiences to BK to AA to CW was confirmed, partial mediation involving other mediators or moderators is likely. The direct effects of live experiences on BK and AA and of BK on AA suggest that experiential learning that stimulates AA is necessary to achieve overall positive impacts on CW. Therefore, educators and policymakers are critical in providing first-hand experiences to instill positive biodiversity conservation traits in children, enabling successful education for sustainable development and long-term biodiversity conservation.

The main objective of this research was to study the effects of instructional management models and nominal variables on the development of students’ creative thinking. The researchers used the research synthesis of 400 studies on the development of students' creative thinking by a meta-analysis of research according to Cohen. The meta-analysis results revealed that the average effect size of the instructional management model (d = 3.43; [3.10, 3.17]) was positive and had a very high effect size with statistical significance. The most significant influence on the creative thinking development model was creative development theory (d = 4.217; [3.32, 5.11]). In addition, effect sizes varied with the attribute variables of the research, particularly the attribute variable of the research on instruction with the highest effect consisted of research with the focus on language, at the primary level, applied Torrance's creativity theory, designed between one to six lesson plans. Moreover, there was less than one hour per plan, the instructional period including the experiment conducted more than 31 hours and there were four weeks of instruction. In addition, there were six steps for instruction, there had quiz as an assessment tool, number of exams varied between 30 and 39 questions, and knowledge sheets were used as instructional materials. In the context of the meta-analysis, the findings indicated that the teachers should apply creative development theory in developing the students’ creative thinking for more effective instructional management.

COVID-19 pandemic forces training for principals to be conducted online. This study aims to evaluate the context, input, process, response, study, behavior, and outcome to determine the effectiveness and make recommendations for training. The approach used in this study was a mixed method with a concurrent embedded design and a qualitative method as the main method. The subjects of this study were the principals, committees, and instructors. Data were collected through interviews, observations, and questionnaires and analyzed using Miles and Huberman's model, descriptive analysis, and a t-test. The results show that e-training is effective in context, input, and process. Response, learning, and attitude assessments prove that knowledge, skills, and attitude have improved. Participants will be able to implement the experience gained and impact school quality improvement. This study contributes to the combination of the two evaluation models proven to produce a complete result. The study for the e-training recommends needed assessment before the training, the activity before the training to acquire the skills in using the learning management system, and the monitoring and evaluation after the training.

During didactic interactions, teachers and students employ competencies and skills that correspond functionally to one another, and several models propose to typify didactic performances in higher education. For this study, we chose the didactic performance interbehavioral model as the substantive theory to identify six pairs of didactic performance criteria through self-evaluations from graduate students. These included: Competency exploration–precurrent learning behaviors, Criteria explicitness–Criteria identification, Illustration–Participation, Practice supervision–Relevant practice, Feedback–Improvement, and Evaluation–Application.309 Peruvian students from an in-person postgraduate course in Education Sciences filled out two scales (via Google Forms) to assess teacher-student performance criteria during online classes. Convergent and divergent validity were obtained separately for six teacher/student performance constructs through a confirmatory analysis using LISREL 8. Moreover, differences according to sex were only significant for the Illustration teacher criterion (favoring men) and the Application student criterion (favoring women). Students rated Explicitness of criteria and Illustration as the teacher performance criteria most frequently seen during online classes. On the other hand, Criteria identification ranked the highest in terms of the students’ performance criteria, followed by Feedback–Improvement. Another conclusion was that the didactic performance interbehavioral model could be empirically supported by the two self-assessment questionnaires, which yielded good convergent and divergent validity of constructs.

The practicum is an essential component in the initial training of Secondary Education teachers, as it is the first approach to educational practice that future teachers have. This is a fundamental element for improving the quality of education, as it is one of the objectives of the different educational reforms. This research aims to find out the educational value of the practicum for this group, as well as its advantages and limitations. For this purpose, qualitative research was carried out, using as an instrument an interview with 13 Secondary Education teachers, 2 managers of the master’s degree in Secondary Education Teaching at the University of Granada, 144 students of this master’s degree, and 5 specialists in the subject at a national level. The data obtained were analysed by means of content analysis, using the Nvivo12 program. The most relevant results include the importance of the alternating and interdisciplinary models and development of the activities to be developed by the students during their stay in the schools. Respecting the current model, actions to create the necessary synergies and resources (tutors, supervisors, schools and planning) that promote the training model that is intended are particularly relevant.

This study aimed to investigate the impacts of enrolling in the creative teaching module in science, technology, engineering, and mathematics (STEM) education from high school students’ perspectives. This study applied a case study and qualitative research approach involving 26 Grade 11 students and 31 Grade 8 students. The creative teaching-STEM (CT-STEM) module, which comprised various activities related to energy literacy in real-world situations for the community’s well-being, involved outdoor STEM education activities with the assistance of two science teachers. The CT-STEM module was developed based on the directed creative process model by applying four creative teaching strategies: (i) constructivism learning, (ii) discovery inquiry, (iii) problem-based learning, and (iv) project-based learning. The theme of these out-of-classroom activities is sustainability education, focusing on energy sustainability. The results showed that the planned approaches could positively impact and build students’ creativity and create an exciting learning experience. Furthermore, the findings from the open-ended questionnaire instrument, observations, and analysis of the worksheets have shown enhancements in five themes: the development of problem-solving skills with an emphasis on the element of sustainability education, high-level thinking skills, active learning skills, communication skills, and humanity skills. The students also showed an increased interest in STEM as they learned using the CT-STEM module.

The article deals with financial education. The data were collected as part of the Slovenian project “NA-MA POTI” (NAroslovje, MAtematika, Pismenost, Opolnomočenje, Tehnologija, Interaktivnost- Science, Mathematics, Literacy, Empowerment, Technology, Interactivity), which aims, among other things, to promote financial literacy at the national level. The aim of the survey presented here is to determine teachers’ attitudes towards financial literacy and their teaching strategies in teaching topics related to financial literacy. A total of 158 teachers participated in the survey. The results show that most teachers agree that financial literacy is important. Those teachers who agreed that financial literacy is important were also statistically significantly more likely to use group work, approaches and work methods that require the development of critical thinking and authentic tasks, which provides a good foundation for knowledge transfer in everyday life.

Nowadays, Peruvian physicians commonly give oral medical reports to a patient´s family in English. For this reason, this research seeks to demonstrate the effectiveness of an Intervention Program for improving oral skills through role-playing activities, one hand, and, on the other, it aims to discover the kind of motivation, both goals in 40 students belonging to the Medicine Faculty of Universidad Nacional de Piura. This study has two parts, in the first quantitative phase, it measured the level of oral skills in these students, through an oral pre-test. After that, the students participated in an intervention program consisting of role-playing activities where the doctors usually use radiography to explain a medical condition. Then, the students were evaluated on their oral skills using an imaginary hospital situation similar to the pre-test. In the second part, the qualitative phase measured the Motivation of these students using the Attitude Motivation Test Battery (AMTB) in addition, a semi-structured interview could support the findings obtained in the aforementioned survey. The main findings were the improvement of oral skills and both Integrative and instrumental motivation in these students thanks to role-playing activities application.

This study aims to explain the success factors of e-learning. The participants were 427 students in public universities in Indonesia. To demonstrate the success of this e-learning, we developed a more comprehensive e-learning evaluation model that considers the system's characteristics, students, and instructors. The results show that higher student performance is associated with higher student satisfaction. However, the increase in performance is not due to the use of e-learning. Social and cultural factors influence the use of e-learning. Culture and social environment influence students' use of e-learning. The instructor's ability to implement e-learning has been shown to influence student satisfaction. The difference in the implementation of e-learning compared to classroom learning requires different teaching methods that affect student performance. In addition, e-learning is used in all courses during the COVID-19 pandemic.

The role of preschool teachers in supporting children’s language development is unquestionably substantial. To ensure the quality of preschool teachers’ performance in this specific task, various assessing instruments have been developed and justified in recent years. This study joins such efforts by investigating a new scale based on the “Framework for assessing preschool teacher competence in promoting children’s language development” proposed by a previous research. The scale’s psychometric properties are examined with a sample of 685 Vietnamese preschool teachers. The results supported the four-factor model suggested by the original authors and confirmed its reliability and validity. Finally, further usages of the scale are discussed.