Creativity and information literacy are skills necessary for students for task completion in the learning process. One of the tasks assigned to students in learning is to write drafts of scientific articles. Furthermore, teachers must pay attention to cognitive styles in the learning process. This study aimed to describe students' creativity in writing drafts of scientific papers based on information literacy concerning reflective and impulsive cognitive styles. This research was exploratory qualitative research to explain the creativity of reflective and impulsive students in writing scientific article drafts based on information literacy. The research subjects comprised two students for each reflective and impulsive cognitive style. The cognitive style was measured using the Matching Familiar Figure Test instrument. Students' creativity was measured using a test with fluency, flexibility, originality, and elaboration indicators. The results indicated that reflective students were highly creative in writing drafts of scientific articles. Meanwhile, impulsive students were relatively creative in the same activity. In conclusion, students possessing the reflective cognitive style are more creative than students following the impulsive cognitive style in writing drafts of scientific articles based on information literacy. We recommend that writing articles based on information literacy is required to increase HOTs (Higher Order Thinking Skills).

In recent years, educational robotics has gained ground in educational policy around the world, and primary education is no exception. However, there has not yet been a thorough synthesis of methodologically appropriate empirical research on the effects of robotics upon cognitive performance among primary school students, which this paper attempted to do. Following literature screening, a total of eight studies published between 2018 and 2022 with a sample size of 567 children met inclusion criteria and were meta-analyzed. Resultantly, a medium aggregate effect size in favor of robotics experiments emerged (standardized mean difference of .641), which was significantly higher compared to non-robotics learning (p <.01). No between-study heterogeneity was detected. Subgroup analysis revealed a slightly larger overall effect for interventions on first- to third-graders rather than those in grades 4-6. Additionally, the analysis indicates that in order to enhance cognitive abilities in primary students, robotics interventions should be no longer than four weeks and involve robot construction. Based on the findings, implications, and suggestions are outlined for future research and practice.

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.

University students may encounter situations where they perform poorly in a course and contemplate dropping out. This intention to drop out of a course manifests not only in thoughts or ideas but also in a cognitive self-evaluation of their performance and skills, enabling them to reflect on the possibility of dropping out. In this sense, there is a shortage of instruments that evaluate the intention to drop out of a course, so the aim was to develop and validate the Course Dropout Intention Scale (CDIS). Data from two samples (N1 = 198; N2 = 675) were used; the first was for the EFA, and the second was for the CFA, GRM, and SEM. The one-factor model was derived from the EFA and confirmed in the second sample, exhibiting appropriate goodness-of-fit indices. Similarly, the GRM obtained adequate fit indices; all items discriminated adequately, and the difficulty parameter had a monotonic increase. The SEM model of the effect of satisfaction with studies on the CDIS showed a negative and statistically significant effect. Thus, it was demonstrated that the CDIS is a robust instrument in its psychometric properties and empirical evidence with other variables.

This study aimed to investigate the relationship between teacher professional development, quality of lecture design, student engagement, teacher technical skills, pedagogical content knowledge and teacher satisfaction in using Artificial Intelligence (AI)-Powered Facilitator for designing lectures. The study used a non-random sample technique, and 208 participants answered a survey via Google Form after one semester, using a 5-point Likert scale to rate their responses. The structural equation model was used to analyze the data, and six factors were included in the study. The study confirmed hypotheses that teacher professional development, quality of lecture design, student engagement, and pedagogical content knowledge have a positive effect on teacher satisfaction. However, the study also revealed that teacher technical skills have a negative effect on teacher satisfaction, and pedagogical content knowledge has no significant effect. The proposed conceptual model explained 55.7% of the variance in teacher satisfaction Theoretical and practical implications were also discussed. These findings provide insights into the factors that contribute to teacher satisfaction in utilizing AI-Powered Facilitator for designing lectures and could inform the development of effective teacher training programs.

Implementing online learning has led to several issues, especially those related on assessments to measure students’ learning achievement. This study aimed to obtain accurate information on learning assessments for vocational high school (VHS) students during online learning, including assessment for learning (AfL), assessment as learning (AaL), and assessment of learning (AoL). It also investigated students’ perceptions of the assessments based on their grades. This quantitative research employed the survey method, collecting data through questionnaires. The population of this research is VHS students in Indonesia, totaling 86,885 students. The participants of this study were 487 VHS students. The data were analyzed using descriptive and ANOVA techniques. The results show that most VHS students positively perceive the assessment of learning achievements in online learning for AfL, AaL, and AoL aspects. Moreover, there is a significant difference in students' perceptions of the assessment in online learning based on grades. The perception of class XII students is the highest (average value = 3.90) of all classes, while the other classes have an average value of 3.38 for class XI, and the average value of class X is 3.81.

This qualitative study examines the experiences of pre-service high school biology teachers in the Mekong Delta, Vietnam, focusing on the challenges and transformative learning experiences encountered during their school-based internship. It aims to explore the dichotomy between specialized biology knowledge and practical applicability in high school teaching and uncover the significance of fostering student engagement through innovative strategies and the role of mentor teachers in guiding pre-service teachers. Semi-structured interviews were used to collect data from pre-service biology teachers who completed a school-based internship in the Mekong Delta. Thematic analysis was employed to analyze the interview data. The study highlights the challenges of bridging the gap between theoretical knowledge and classroom practice, emphasizing the importance of innovative teaching strategies for student engagement. It recognizes the role of mentor teachers in guiding and enhancing the skills of pre-service teachers in creating effective learning environments. Findings suggest the need for curriculum reforms that balance specialized biology knowledge and practical pedagogical skills. The study emphasizes the importance of experiential learning through teaching apprenticeships to better prepare pre-service teachers for their professional journey.

Due to irregular daytime routines, chronotype changes, side jobs and exam periods, after the COVID-19 pandemic, university students are trying to find new balances in their everyday life. The aim of the present study is to analyze the impact of daytime chronotype and hour preferences for the circadian rhythm on academic achievement among university students, considering their sleep habits and class frequencies in daytime and nighttime classes. Furthermore, this study aimed to analyze the differences in chronotype preferences with regard to age, sex, and academic schedule students are attending. A sample of 87 university second-year Psychology and Management students attending the academic year 2021/2022 after the governmental relief measures of the COVID-19 pandemic completed a 13-item questionnaire on sleep habits and preferences. Further variables encompassed sleep behaviors, such as age, sex, daytime and nighttime classes, as well as academic achievement. The results of the study showed that university students had a higher preference for the morningness type. Additionally, chronotype traits explained 30% (values from regression analysis) of academic achievement but did not directly impact academic results. The sleep&amp;amp;amp;amp;ndash;wake cycle diverged among age groups because the youngest participants (19&amp;amp;amp;amp;ndash;21 years old) and older participants (35&amp;amp;amp;amp;ndash;44 years old) reported higher academic scores during the first semester and the full academic year. No significant differences were identified with respect to sex. There is a lack of literature explaining the effect of sleep hours on academic achievement among students after stay-at-home rules during the COVID-19 pandemic. Thus, it is imperative to understand the difficulties students face with regard to their studying hours, working shifts, and daytime or nighttime classes to create a sustainable university system that attends to students&amp;amp;amp;amp;rsquo; needs and necessities.

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).

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.

STEM education is an irreplaceable movement of educational systems across the globe in the 21st century. Both Pre-K, K-12, and higher education institutions consider STEM as an innovative approach to integrate and reform the teaching and learning processes. The purpose of this paper is to examine the development of studies on STEM in the Early Childhood Education context from 1992 to 2022. We investigated a dataset of 308 scholarly works from the Clarivate Web of Science database and figured a diversified collection of research focuses on topics such as children’s readiness, outcomes, teachers’ competency in designing and implementing STEM activities, and the role of computational thinking and robotics. The findings of this paper revealed the dominant contribution of researchers from the USA regarding research quantity and impact, as well as their collaborations with researchers from Western countries. In addition, we also figured out the top influencing authors, documents, and journals as a suggestion for scholars who are new to this topic. However, we would like to note that our findings depended on the quality of the imported database from the WoS system, which covers top-tier journals only.

This study aimed to evaluate the impact of problem-based learning (PBL) within a teaching unit on the advancement of ethical reasoning and decision-making skills among Israeli female tertiary students. Employing a quasi-experimental design, 48 female students were distributed into three groups, with two serving as control groups receiving conventional curriculum-based instruction and one as an experimental group exposed to the PBL methodology. Both before and after implementation, all groups underwent assessments using a decision-making competency test and an ethical reasoning scale. The results unequivocally demonstrated the significant enhancement of decision-making abilities and ethical thinking through the implementation of the PBL strategy. Comparative analysis revealed substantial improvements in the experimental group compared to the control groups, emphasizing the efficacy of PBL in fostering comprehensive skill development. Furthermore, a positive correlation between ethical thinking and decision-making skills further reinforces the beneficial outcomes associated with PBL. These findings advocate for the widespread integration of PBL techniques across various academic disciplines.

In this article, which is part of a broader investigation based on the study of the educational and socio-occupational re-engagement processes of young people in vulnerable situations, the curricular design of the vocational training programs (VTP) is described. Further, the curricular practices developed in the classrooms of these programs are analyzed, based, above all, on how the contents are selected, as well as the methodological approaches for their development. The research methodology that was followed responds to the conduct of multiple case studies with the integration of quantitative and qualitative processes. The data collection instruments used for this purpose were questionnaires, interviews, and discussion groups. The conclusions reveal the selection of contents that are relevant, interesting, and close to the reality of the students. The development of these contents is displayed through varied methodological strategies and diverse activities that enhance the students’ involvement and the practical sense of their learning.

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).

This research aimed to explore the influence of a robotic program using the robot kit "RoboBuilder RQ+110" on students' attitudes toward effective communication. The study used a quantitative research design and involved 475 grade 4 (10 years old) students from Malaysia's Selangor and Malacca states. A quasi-experimental research (pre-test & post-test) approach with control and experimental groups was adopted, and the data were analyzed with inferential statistical test and repeated measures analysis of variance (ANOVA) using SPSS 25 software at 0.05 significance level. Questionnaires were administered to collect data from the experimental and control groups. The results showed statistically significant changes (α ≤ .05) in attitudes toward effective communication for the experimental group that received a robotics program compared with the control group. The study results suggest that innovative technological tools or programs such as robotics programs are recommended as innovative science, technology, engineering, and mathematics (STEM) program rooted in constructivism to improve students' attitudes toward effective communication.

The present study aimed to improve the speaking skills of university students at the B1 level who presented limitations in their oral competence. An educational methodology based on designing and implementing an application adapted to the Common European Framework of Reference was developed and applied to boost language performance. A case study was used to conduct the two stages of this research; the former had to do with a control group where intervention was carried out using non-probabilistic sampling with students of the Computing Faculty; a pretest was applied to test the knowledge acquired in their classroom sessions during the first quarter in 2020. The second process was tracking an experimental group, which was assessed after implementing the developed methodology using the app "4skillsweb". A posttest was used to evidence learners' progress during the COVID-19 lockdown, and the results showed improved oral competence in aspects such as grammar and vocabulary, discourse management, pronunciation, and interactive communication, with about 95% confidence in its validation. A qualitative-quantitative methodology was used to determine the influence of the English app. A t-students test was implemented to corroborate the data analysis taken by both groups through SOFTWARE JMP v 11.0.0G.

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.

In this article, we present the results of empirical research using a combination of quantitative and qualitative methodology, in which we examined the achievements and difficulties of sixth-grade Slovenian primary school students in decimal numbers at the conceptual and procedural knowledge level. The achievements of the students (N = 100) showed that they statistically significantly (z = -7,53, p < .001) better mastered procedural knowledge (M = 0.60, SD = 0.22) than conceptual knowledge (M = 0.37, SD = 0.17) of decimal numbers. Difficulties are related to both procedural and conceptual knowledge, but significantly more students have difficulties at the level of conceptual knowledge. At the level of procedural knowledge, or in the execution of arithmetic operations with decimal numbers, we observed difficulties in transforming text notation into numerical expressions, difficulties in placing the decimal point in multiplication and division, and insufficient automation of mathematical operations with decimal numbers. At the level of conceptual knowledge of decimal numbers, the results indicate difficulties for students in understanding the place values of decimal numbers, in estimating the sum, product and quotient of decimals with reflection and in mathematical justification. In relation to difficulties in justification, we observed an insufficient understanding of the size relationship between decimal numbers and difficulties in expressing them in mathematical language. The results indicate that to overcome such difficulties in the learning and teaching of mathematics, more balance between procedural and conceptual knowledge is needed.