During the pandemic, online classes were held around the world, which facilitated access to observe teaching practices. This is a relevant experience, since there are few reflective instances in schools, even though public education policy emphasizes reflective practice in the professional development of teachers. In this regard, the observation of videos shows high reflective potential, helping to problematize and analyze teaching. This research sought to describe the functions and experience of classroom video observation with a reflective approach of teachers from four educational schools in the city of Concepción, Chile. The approach was interpretative, an instrumental case study design, with nine participants, selected by a maximum variation sampling and safeguarding ethical criteria. In-depth interviews were conducted and subjected to content analysis. The results showed three functions of the video observation, one instrumental and two others of reflective approach. In addition, the video observation was recognized as a reflective experience that facilitates the reconsidering of teaching performance, renewing practices, and developing reflective habits; also, facilitating and hindering elements were found in the video observation. It is concluded that the functions and experience of video observation could improve and professionalize teaching, based on the awareness and understanding of practice.

This study aimed to explore the implementation and impact of the Flipped Learning Model (FLM) and STEM Approach in elementary education. The advancement of technology and the Covid-19 pandemic has increased the importance of e-learning, including in elementary schools. The literature review analyzed 193 academic works published in the past six years using NVivo, Mendeley, and VOSviewer software. The validity of the data was verified through the analysis of five online databases. The results showed that STEM research has been well-developed with innovative approaches that improve learning outcomes, while FLM research in elementary schools is limited. The study suggested that combining FLM with STEM Approach (FLM-SA) can optimize learning in the technological era. By integrating FLM-SA, students can engage in active learning experiences in class and acquire fundamental knowledge outside of class, offering a solution to e-learning challenges. The study emphasized the strong connection between FLM and STEM Approach and how they can support each other to enhance student learning.

The study presents a semantic correlation model (SCM) of socioformative data, which is designed to support the evaluation of curriculum planning (CPE) that is developed from indicators derived from curriculum components such as graduate profile, study plan, area plan and subject plan. The objective of the research was to design a semantic correlation model of socio-formative data to support the evaluation of curriculum planning in accordance with the objectives of sustainable development in education. The study is a quasi-experimental research based in a Likert questionnaire applied on a group of 10 students (16 and 18 years old) belonging to the eleventh grade of the urban official educational institutions of Marsella, in the department of Risaralda in Colombia. The results indicate that the model has an impact on the evaluation of curricular planning, concluding that the design and implementation of a semantic correlation model of sociodemographic data does have an impact on the evaluation of curricular planning of a classroom subject in an educational institution in Marsella.

Reflective practices have been recognized as a predictor of professional development because they favor teaching changes that improve the students’ learning. The expressions reflection, practice, and reflective professionals are very present in training programs, but with a diversity of meanings and interpretations. The concept of reflection is linked to professional development and teaching identity. The goal of training reflective teachers is shared on an international level, however, the educational conditions that favor a positive attitude toward reflection have not been sufficiently researched. This article aims to describe the obstacles to a positive attitude toward reflection in pedagogy students according to their teachers. This study is qualitative with an interpretive approach for which an instrumental case study was conducted with 15 university teachers in six Chilean regions.  The results show that both inter-institutional conditions negatively affect attitudes, as well as the lack of models of reflective practice, insufficient teaching, the way teacher reflection is evaluated, and the barriers to reflective practice in schools. The results indicate the need to intentionally teach pedagogical reflection practices and help to recognize its benefits for teaching.

This study aims to develop a Critical Thinking-Independent Learning (CTIL) model to improve students' critical thinking skills that meet valid, practical, and effective criteria. This type of research was Research and Development (R&D), with a one-group pre-test and post-test design without a controlled class. The CTIL model was validated by three experts in the field of science education and then tested on 156 students in three public junior high schools in Surabaya, Indonesia. The results revealed that: (a) The CTIL model was valid based on the model validity score with an average of 3.73 (very good category) and the validity score of the learning materials with an average of 3.72 (very good category); (b) The practical CTIL model based on the averaged observations of the implementation of learning using the CTIL model was 3.88 (very good category); and (c) The CTIL model was effective based on four determining factors, namely: an increase in critical thinking skills, which was statistically significant at alpha .05; the calculated mean N-gain of .72 (high category), similar mean values for all test classes in all schools participated in this study; the effect size of 3.07 (strong category); and the average student response of 84% (very good category).

The world eagerly anticipates advancements in AI technologies, with substantial ongoing research on the potential AI applications in the domain of education. The study aims to analyse publications about the possibilities of artificial intelligence (AI) within higher education, emphasising their bibliometric properties. The data was collected from the Scopus database, uncovering 775 publications on the subject of study from 2000 to 2022, using various keywords. Upon analysis, it was found that the frequency of publications in the study area has risen from 3 in 2000 to 314 in 2022. China and the United States emerged as the most influential countries regarding publications in this area. The findings revealed that “Education and Information Technologies” and the “International Journal of Emerging Technologies in Learning” were the most frequently published journals. “S. Slade” and “P. Prinsloo” received the most citations, making them highly effective researchers. The co-authorship network primarily comprised the United States, Saudi Arabia, the United Kingdom, and China. The emerging themes included machine learning, convolutional neural networks, curriculum, and higher education systems are co-occurred with AI. The continuous expansion of potential AI technologies in higher education calls for increased global collaboration based on shared democratic principles, reaping mutual advantages.

The ability to think creatively has a vital role in the development of preschool children. This research provides a comprehensive review of innovative approaches and strategies for developing creative thinking in preschool children based on current trends and methodologies used in educational settings. This research shows three significant areas: (a) creative thinking skills in preschool children, (b) factors influencing creative thinking skills in depth, and (c) innovative strategies and approaches to stimulate creative thinking abilities in preschool children. This research uses a literature study method assisted by the publish perish application to find reference sources related to creative thinking abilities in preschool children. Studies show that creative thinking abilities in preschool children enable them to find innovative solutions, help them adapt to challenges, foster self-confidence and courage, and enrich their experience and knowledge of the world around them. Meanwhile, preschool children's creative thinking abilities are influenced by collaboration from the external environment (parents, teachers, and society); providing support and examples for children to develop and stimulate their creative thinking skills is very important.

This study aims to explore the impact of outdoor education on senior elementary school students' perceptions of scientific literacy and learning motivation. 42 senior elementary school students (25 males, 17 females; average age = 11.6) were enrolled and divided into experimental (N = 21) and control (N = 21) groups. Participants were taught the same content about science for four weeks. The control group adopted traditional indoor teaching, whereas the experimental group adopted outdoor education. Before and after the course, each student completed the 23 items of scientific literacy and the 6 items of learning motivation scale. The results show that the experimental group had significantly higher perceptions of scientific literacy and learning motivation. The outdoor education teaching method has positive effects on the higher levels of awareness and creative development of students. These findings imply that outdoor education has a positive effect on improving students' perceptions of scientific literacy and learning motivation.

This comprehensive systematic review delves into the increasing prevalence of integrating chatbots into language education. The general objective is to assess the current landscape of knowledge regarding chatbot utilisation and its influence on three crucial elements: students' skills, attitudes, and emotions. Additionally, the review seeks to scrutinise the advantages linked to incorporating chatbots in foreign language teaching, exploring their potential benefits while considering limitations and potential negative impacts on specific skills or user experiences. Consequently, this research offers valuable insights into the application of chatbots in foreign language education, shedding light on their potential advantages and areas that warrant further exploration and enhancement. The integration of chatbots in language learning, despite certain limitations, generally yields positive outcomes and enhances educational results in students' skills. Its characteristics can also influence a language learner's attitude, impacting factors such as motivation, interest, autonomy in learning, and engagement or even their sense of fun. Additionally, chatbots prove to be helpful in creating emotionally positive learning environments and can contribute to boosting students' self-esteem and self-confidence.

Children who are currently in primary schools are part of the generation that will be most affected by the current environmental trend of our planet in the future. They are the generation that will need to live in accordance with sustainable development and biodiversity protection. One of the key aspects of biodiversity education is to increase environmental literacy using appropriate and effective methods. Our aim was to assess the ecological literacy of a group of primary school students in Slovakia and to identify areas where additional support and clarification may be needed for effective biodiversity education. Our findings reveal widespread misconceptions regarding terms such as 'ecology,' 'community,' 'population,' and 'ecosystem.' The research emphasizes the importance of innovative pedagogical approaches to address and correct these misconceptions effectively. By incorporating exploration-oriented teaching methods, hands-on activities, and a constructivist approach, educators can engage students in experiential learning and facilitate a deeper understanding of ecological principles. Interdisciplinary and participatory research approaches focused on biodiversity education offer promising avenues to enhance ecological literacy. Moreover, increasing interest in environmental education can contribute to nurturing environmentally conscious individuals equipped to tackle ecological challenges effectively. This study underscores the urgency of prioritizing ecological education at primary schools and provides insights into strategies for fostering ecological literacy among young learners.

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.

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.

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.

This study aims to develop a competency framework for teaching natural science under the blended learning (BL) model for Natural Science education students at Thai Nguyen University of Education. Recognizing the increasing importance of BL in the context of modern education and the challenges teachers face during implementation, the modified Delphi method was employed to collect expert opinions, involving three rounds of surveys with 50 participants, including university lecturers and secondary school educational administrators. The research identifies seven core competency groups, including specialized knowledge, lesson design and evaluation competencies, classroom organization and management, student assessment and feedback, information technology competencies, experiment and simulation utilization in teaching, and basic knowledge of BL. The findings highlight the necessity of blending traditional teaching methods with modern technology to effectively implement the BL model, enhancing both the teaching process and students' learning outcomes. This framework is expected to serve as a crucial basis for teacher training universities to adjust their curricula and support educational administrators in fostering and enhancing the capacity of natural science teachers at the secondary level. This competency framework aims to support the professional development of Natural Science teachers and education students, ensuring their preparedness for the evolving demands of modern education. Furthermore, the study provides insights into the skills and knowledge that teachers need to acquire to adapt to the continuously evolving educational environment.