The current research aims to analyze art teaching as an inclusive factor and pays attention to diversity in excluded populations to meet the needs of students in the pandemic context. In regard to methodology, we used the naturalistic paradigm, a qualitative approach, and an inductive method with a phenomenological and hermeneutical design. The data collection techniques we used were semi-structured interviews with teachers of the Regular Basic Education in Peru. The findings show that through the mediation of diverse artistic languages and the implementation of different didactic strategies, it is possible to achieve an interaction free from exclusion barriers, driven by good teaching practices that enable the inclusion and attention to the diversity of students, providing them with opportunities to develop capacities and skills to establish better coexistence. We concluded that art education comprises a lasting learning process that guarantees a healthy environment for peaceful coexistence, which today, inclusive teachers, parents, and students should keep in mind.

Reinforced by the Russian war, an even stronger economic, social, and political orientation towards the values of the European Union and thus also Western economic paradigms is taking place in Ukraine. This article investigates financial literacy (FL) as the knowledge and understanding of personal finance among university students in Ukraine. Individual financial decision-making will be central to the reconstruction of Ukraine and the long-term economic growth of the country. We use the principles developed by the U.S. Council for Economic Education in modelling FL. In doing so, we examine the feasibility of using a version of the U.S. American Test of Financial Literacy translated and adapted into Ukrainian. The translation and adaptation process of the 50-item test instrument is presented in the article. Significant differences in the content of FL between Ukraine and the U.S. test instrument are highlighted. At the beginning of the winter semester 2022, the Ukrainian version was administered to 68 students at three East-Ukrainian universities (Donetsk, Sumy, Kharkiv). In the article, we present findings from the initial validation of the test instrument and show from a content perspective which hurdles need to be overcome in the future for some concepts of FL.

It is known that the COVID-19 pandemic led to learning losses among students both domestically and internationally. Therefore, situational and casual factors were examined to discover and understand them so that learning loss could be reduced or recovered from. This research aimed to: (a) study learning loss situation; and (b) develop and examine the causal model of learning loss among lower secondary school students affected by the pandemic. The sample included 650 Grade 7-9 students selected by multi-stage random sampling. The data was collected using a self-developing questionnaire as a research instrument. The data was analyzed using descriptive statistics, independent samples t-test, ANOVA, and structural equation modeling (SEM) through the LISREL program. The findings were: (a) Lower secondary school students had an average academic achievement learning loss at the moderate level with the highest mean of learning loss in mathematics (M=3.012, SD=1.074), and an average learning characteristics learning loss at the medium level (M=2.824, SD=0.842). Several situational factors had a different effect depending on the school size with a statistical significance of .05.; and (b) the causal model showed the learning loss of grade 7-9 students was consistent with the empirical data (χ2=46.885, df=34, p= .069, GFI=0.991, AGFI=0.964, CFI=0.999, RMSEA=0.024, SRMR=0.014).

During the implementation of the inclusive education policy in several countries in Association of Southeast Asian Nations (ASEAN), the psychological health of special education teachers should be considered as a key success factor. This study explored special education teachers’ perceived work stress (PWS), bio-psychological burn-out symptoms (BPS), and transformational teaching (TFT) in inclusive education in Indonesia and Thailand. There were 177 Indonesian and 199 Thai teachers completing a series of questionnaires that included BPS, PWS, and TFT. The results showed that BPS and PWS were high, whereas BPS and TFT were significantly different across nations. No gender differences were found among both Indonesian and Thai teachers. Moreover, TFT could be significantly predicted by positive age and negative work stress, which explained 8% of the variance among Indonesian teachers (R2 = .08, F(4, 172) = 4.18, p < .01) and by positive age and negative burnout symptoms, which explained 6% of the variance among Thai teachers (R2 = .06, F(4, 186) = 3.18, p < .05). Furthermore, inclusive education policymakers and stakeholders should be aware of psychological health improvement including burnout symptoms and work stress, which negatively invade the role of TFT among special education teachers in both countries.

The present study explores the Quality of Life (QoL) of young people with intellectual disabilities engaged in a social farming initiative, known as ‘‘Tuttincampo: Social Farming and Inclusivity’’. The project stands as an innovative approach to improving social inclusion and providing vocational education and training. The initiative seeks to offer a viable alternative to traditional rehabilitation day centers by establishing a network of both public and private institutions. To explore the QoL of the young people we analyze data from the Personal Outcome Scale (POS), a tool that investigates the perception of QoL through self-assessment and hetero-assessment. Data were collected at the beginning and at the end of the social agriculture project. The results obtained confirm the importance of planning pedagogical actions to support social inclusion and vocational training for people with intellectual disabilities, highlighting, as well, the potential of social farming as a new “space” to achieve a higher level of QoL.

This research attempts to map the trend of research related to differentiated instruction (DI). The research was conducted in May 2023 by researching research articles in the Scopus database. The search data from Scopus used title, abstract, and keyword searches. Research articles were analyzed descriptively based on year of publication, journal name, affiliation, country, and researcher name. The article database from Scopus was analyzed through VOSviewer and RStudio software so that a bibliometric map could be depicted in research related to DI. Based on the Scopus analysis results, it showed that publications of articles related to DI had increased from 2011 to 2021, although it decreased in 2016. The journal with the largest contributor to the publication of research articles related to DI was the Teaching and Teacher Education Journal. Vrije Universitiet Brusel was the university with the most published articles on DI. The country that contributed the most to the research articles related to DI was the United States. Struyven was the most productive scholar related to DI. Through network visualization, it was revealed that the evolution map of research related to DI was divided into five clusters.

Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative climate at the organizational level and strengthen collective innovativeness at the individual level to improve teachers' job satisfaction. Therefore, the study investigated whether collective innovativeness can be mediated by the school climate to enhance teacher job satisfaction. This study extensively examined survey data with a sample of 3,976 teachers in Shanghai through Structural Equation Modeling, obtained from Teaching and Learning International Survey (TALIS). The findings revealed that teachers' collective innovativeness served as a significant mediator between school climate and job satisfaction. Furthermore, higher levels of collective innovativeness among teachers amplified the influence of school climate on their job satisfaction. These findings show that schools should strive to foster a collaborative school climate and provide support for teachers in implementing innovative and collaborative teaching activities with the aim of enhancing their job satisfaction. Above all, efforts are needed to support teachers' active and cooperative practice capabilities in building teacher-student relationships.

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.

This study investigates the social attitudes and acceptance levels towards Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Intersex, Asexual, and other sexualities and gender identities, collectively referred to as LGBTQIA+, among students within the College of Education at Nueva Ecija University of Science and Technology. Employing a descriptive correlational research design, the research utilized surveys and interviews to collect data from a diverse student body, analyzing their perspectives on LGBTQIA+ inclusion and the impact of educational environments on their acceptance levels. Results indicate a generally positive attitude and high acceptance of LGBTQIA+ students, with significant relationships identified between students' acceptance levels and their gender and year level, while no significant correlations were found with their course and religion. The study emphasizes the critical role of educational settings in fostering an inclusive atmosphere that supports LGBTQIA+ students, highlighting the importance of promoting understanding and acceptance to enhance the educational experience for all students. By shedding light on current attitudes and acceptance levels, this research contributes valuable insights into the efforts required to create more inclusive educational environments for LGBTQIA+ individuals. The findings are of particular relevance to educators, policymakers, and educational researchers interested in advancing LGBTQIA+ inclusion within educational settings.

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.

It is unclear how social networks can be utilized in educational settings. An exploratory study was conducted to examine the differences between university students in Mexico and Spain in terms of their perceptions of knowledge and utilization of networks in the university environment. An overall sample of 378 students was collected from two public universities, one in Mexico and one in Spain. This study utilized descriptive statistics as part of a contingency analysis, X² with correction was used for the analysis of differences, Mann-Whitney U for the analysis of independence, Mantel-Haenszel test for association degree, Cramer's V for strength of association, Spearman's correlation coefficient for correlations. According to the results, the use of social networks is clearly related to country of origin, but not to gender. It seems that Instagram is a platform widely used by both Mexican and Spanish students, but it is not used in educational environments. Therefore, the use of social networks in higher education contexts differs by country, as does the knowledge of social bookmarking and the distribution of content to share information and resources.

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 sense of belonging is a human need that educational systems must foster to achieve student success. In the school setting, this feeling strengthens the bond between members of the institution and motivates families to become more involved with the school, improving the overall school climate. Teachers play a crucial role in promoting this sense of belonging by influencing the connection between families and the educational community. This study aims to understand how teachers from different contexts, one Colombian and the other Spanish, promote families' sense of belonging to the school. To this end, an evaluative, comparative, quantitative, and non-experimental study was conducted using a validated questionnaire applied to a significant sample in both contexts. The results show that, for teachers in both contexts, it is very important for families to feel satisfied with the education their children receive, which is why they strive to build trust in the teaching staff. The sense of belonging is more strongly promoted by teachers in charter schools and those with more years of experience in schools in the Spanish context. In the Colombian context, women are the ones who most actively promote it, thereby perpetuating gender roles. There is a need to provide specific training for teachers to help them develop this capacity in families, as well as to conduct further research to explore the differences that may influence the promotion of a sense of belonging.

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.

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.

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.

Global Citizenship Education (GCE) has emerged as a significant area of research over the last decade, reflected by the substantial volume of scientific publications dedicated to the topic. However, a bibliometric analysis of GCE utilizing the Scopus database has not yet been conducted. This study addresses this gap by analyzing GCE-related articles published in Scopus-indexed journals from 2004 to 2024, employing bibliometric techniques and VOSviewer software. A total of 1,075 articles were examined. The results indicate a marked increase in publication volume since 2016, highlighting a growing interest in GCE—notably, the United States and the United Kingdom lead in publications and international collaborations. The journal Globalisation, Societies and Education is the most prolific, with 70 published articles. Prominent authors include Yemini from Israel, with 540 citations, and Goren from the United Kingdom, with 445 citations. Co-citation analysis revealed distinct research interests, ranging from multicultural perspectives and GCE curriculum development to integrating GCE in the digital era and critically evaluating its objectives and challenges. Moreover, a co-occurrence analysis of keywords identified nine primary research topic clusters, including education for sustainable development, cosmopolitanism, higher education, and international education. The insights derived from this study are crucial for scholars and practitioners engaged in GCE, as they emphasize the importance of fostering international networks and collaborative efforts while encouraging the exploration of more inclusive GCE practices in the future.