Momentum-impulse requires critical thinking skills, and teaching should be encouraging for students. Critical thinking skills can be fostered through inquiry-based learning. During the COVID-19 pandemic, familiar learning media were used for students. Therefore, it is necessary to develop creative learning media. This developmental research aimed to create a momentum-impulse e-book based on inquiry supported by infographics (MIB -In-graph) to enhance students' critical thinking skills. The developmental model was a 4D model with field testing, i.e., a pretest-posttest control group design with three classes. Descriptive analysis showed that MIB-In-graph, an Android application, received a good average rating in content, worksheets, and forms. Students’ responses were very positive. Mixed design ANOVA showed that the mean score of students’ critical thinking skills increased significantly from the pretest to the posttest in each class and students’ critical thinking skills in the experimental class was more salient than control class 1 and control class 2. The highest difference in mean scores was in the experimental class. The differences were influenced by various factors such as learning approaches, media use, pictures, and collaboration.

The central focus of this study is exploring the potential of Artificial Intelligence (AI) Chatbots in enhancing digital dialogue for students. The study investigates the key attributes of Chatbots that can contribute to the feasibility of facilitating digital dialogue to improve students' communication skills through discussions and dialogues. The study employed a descriptive method using a questionnaire to gather the perspectives of 35 educational experts on the use of AI Chatbots in digital dialogue skills. This study revealed that using AI Chatbots plays a crucial role in enhancing digital dialogue skills and can be effectively integrated into instructional practices to facilitate meaningful dialogue among students. Finally, the study recommends that educational technology specialists leverage new technologies, such as Al Chatbots to help improve student performance and facilitate digital dialogue in education.

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.

eTwinning is a community of European schools that promotes networking and transnational collaboration projects. Therefore, as part of the Initial Teacher Education (ITE) initiative, we decided to explore how the research projects on scientific topics familiarize pre-service primary school teachers with eTwinning. 251 pre-service primary school teachers from Spain, Iceland, and Slovenia designed and carried out joint research projects on scientific topics. The aim was to gain insight into their self-assessment of their knowledge of the platform, the limitations of working with it, and their responses. An electronic questionnaire was used as the main instrument for data collection. It turned out that the pre-service teachers enjoyed this international collaboration, but also found it challenging. By the end of the projects, they were familiar with the eTwinning platform, although the least engaged prospective teachers recognized that they needed strong support and considered the platform a non-intuitive environment. Overall, they were willing to use the platform with pupils in the future, which is in line with the aim of the ITE initiative.

This article describes a methodology and a didactic innovation in higher education that employs Collaborative Online International Learning (COIL) across four universities in the fields of sociology, psychology, social education and economics in order to explore the phenomenon of economic violence. The COIL activities were developed by four teachers in the second semester of 2022. The students explored the social and cultural origins of economic violence and the daily exposure to economic inequality in the domestic sphere, while also studying the prevention and responses offered by anti-violence centers from both organizational and social perspectives. The most novel aspect of COIL projects is the research approach to the topic (gender violence) and the students' participation in extracurricular activities, namely presenting the results of their research developed during their academic subjects after the course, at international events. In this study, we describe the projects and the assessment of this part of the research, analyzing the perceptions of the Italian and Spanish students who participated in the dissemination activity. The students' perceptions were recorded through a semi-structured questionnaire utilizing Likert scales and open-ended questions, which included their self-assessments of their knowledge before and after participating in the project, the impact on their development of competences and skills, and their satisfaction with the whole experience. Students acquired a great deal of knowledge and understanding of the phenomenon being studied through COIL methodology and connected these extracurricular activities to a clear improvement in their transversal skills.

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.

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.

: 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.