Situational interest is an important factor that has a great influence on learning success in both in-school and out-of-school learning situations. Although there has been extensive research on interest in its diverse forms for decades, an evaluated measurement instrument for situational interest that covers the three theoretically defined components of interest (emotional, cognitive, value-related) is still missing. Therefore, in this study, based on person-object theory of interest, a short scale was developed that can be used in a variety of learning programs independent of content or methods. In study 1, eight suitable items were selected and their structure was examined using exploratory methods. In study 2, the results of study 1 were verified using confirmatory factor analyses. Study 3 shows an example of a practical application of the newly developed scale in two different learning settings. The findings provide evidence that the scale developed here is a practical instrument to measure situational interest taking into account all its components. On the one hand, the scale can help teachers evaluate their educational programs; on the other hand, it can be used by researchers to empirically investigate the construct of interest. Thus, the scale makes an important contribution to research and practice.

The Attraction-Selection-Attrition (ASA) model is a prominent framework for supporting employee retention, stating that organisations attract, select, and retain people who share their values. However, the ASA model only extends to the end of the recruitment stage and lacks clarity on how to assist newcomers in the assimilation process when they first join the organisation. This research proposed a refinement of the ASA paradigm by incorporating the assimilation process of new hires into the new school culture and environment. This study employed a qualitative research approach by interviewing ten participants about the retention process from high teacher retention international schools in Malaysia. Thematic data analysis revealed a new paradigm, 'Attraction-Selection-Onboarding-Retention (ASOR), ' designed to increase teacher retention in international schools. The ASOR model could assist school administrators and human resource managers working in a related setting in properly engaging the workforce to increase teacher retention. This would benefit school sustainability, performance and the local community's economy.

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.

This integrative literature review aims to provide a broader and updated perspective of teachers’ intergenerational learning (IL). The search was done in Web of Science and EBSCO ultimate  databases between 2011 and 2022. Thirty-two empirical studies were selected and submitted to a thematic analysis and five themes were identified: (a) defining and conceptualising generation, (b) IL from understandings to practices, (c) contexts, factors and roles from different generations and institutions to promote IL, (d) factors that facilitate the success of IL, and (e) factors that make IL difficult. Data shows an increase in the last decades of research in IL within the educational context, but an absence of the prospective dimension still prevails. Intergenerational knowledge has been researched mainly from an individual professional perspective at the micro and meso levels of scholarship. Effectiveness requires intentional cultivation and a genuine desire for intergenerational knowledge exchange, involving active engagement and awareness among diverse generations and alignment with organizational aims. The promotion of IL takes place in very different ways and forms, and reflection on what is different seems to be a dominant trait. Furthermore, the review could conclude that intergenerational opportunities to work together will improve teacher education and continuous professional development. 

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.

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.

Teacher flourishing encompasses a broad range of well-being, encompassing hedonic (pleasure-based) and eudaimonic (meaning-based) satisfactions. In the context of the literature review, a concise overview is provided, consisting of definitions, predictors, mediators, and outcomes. Conforming to the PRISMA protocol, the present review progresses through four stages: identification, screening, eligibility assessment, and including relevant studies. Furthermore, the search strategy focused on flourishing, well-being, and measuring tools, leveraging databases such as EBSCO Host, Proquest, Science Direct, and DOAJ. In line with the PRISMA statement, systematic review methodology guides the final analysis, incorporating twenty-seven studies published between 2017 and 2023. Despite being studied in numerous theoretical frameworks, teacher flourishing needs a more widely accepted definition and operational framework in studying the concept. The results show that multiple factors impact teacher flourishing, including individual, relational, and organizational elements. Additionally, the evaluation considers direct and indirect predictors, mediators, and outcomes. The new model is related to global well-being, including emotional, psychological, social, and spiritual aspects, stating the connections of these elements. The implications of the results can be effectively applied within educational settings by teachers, policymakers, and scholars specializing in education.

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.

Psychological capital (PsyCap) emerges as a pivotal asset for mitigating student burnout in college settings, as it bolsters their learning empowerment and engagement. However, there have been inadequate empirical studies investigating the significance of these resources in promoting engagement and empowerment, ultimately leading to a reduction in students’ burnout within the context of higher education. To bridge this gap, we examined the extent to which PsyCap predicts student burnout through its impacts on academic engagement and learner empowerment. The sample of the study was college students (N = 562) who completed a battery of self-report questionnaires measuring their PsyCap, academic engagement, learner empowerment, and student burnout. We employed hierarchical multiple regression analyses and PROCESS macro to ascertain prediction and serial mediation effects. The results substantiated the hypotheses that PsyCap positively related to learner empowerment and academic engagement while negatively associated with student burnout. Further, students with higher levels of learner empowerment and engagement reported lower levels of burnout in their academic studies. The mediational results also revealed that engagement and learner empowerment acted as significant serial mediators between PsyCap and student burnout. The study’s findings underscore the critical significance of PsyCap within higher education, particularly in nurturing learner empowerment, and engagement, thereby reducing student burnout.

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.