Flipped learning (FL) is one of the recent pedagogical models that seeks to promote student agency and hone 21st century skills for lifelong learning through its emphasis on collaboration, creativity, critical thinking, and autonomy. However, only some physical education (PE) classes globally have adopted this method and researched its effectiveness. Thus, this qualitative study discovered how the SPRING online FL model helped enhance the 21st century skills of college PE students. From the students’ responses in the questionnaire and the teacher-researchers observation notes, it was revealed that FL aids in the students’ 21st century skills as it allows the students to collaborate and improve their social skills; analyze people, tasks, and situations to create an output that is not only ingenuous and entertaining but beneficial to all; and study and master the skills independently at their own pace. Future studies can explore testing the SPRING model's effectiveness in younger students and other learning contexts.

Changes and challenges in the highly dynamic world of education require postgraduate students to manage their learning well and create something from their creative thinking according to the needs of the field. One of them is the activity of students in developing integrated natural science teaching materials is very necessary because learning at the primary level still uses integrated or thematic learning. Furthermore, students also need to be encouraged to be adaptive to these challenges by empowering their independence in learning. The ability to manage learning and creativity to create something new is highly prioritized for college graduates to contribute generously to their environment. This study aims to describe the empowerment of self-regulated learning and student creativity in developing natural science teaching materials in collaboration through community-based project learning. This study used a quasi-experimental design with a single-subject design type. The instruments used to retrieve data are creativity assessment rubrics and self-regulated learning questionnaires. The conclusion is that students are intrinsically and extrinsically motivated to fulfill the given tasks. Learning is essential for increasing competence, and learning strategies have been adjusted to the material's complexity or the difficulty level of the studied content. The aspect of student creativity in developing Integrated Science teaching materials shows the existence of change from stage one to the next and good categories.

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.

Teacher well-being has gained significant prominence in academic publications indexed by Scopus in recent years. This study employs rigorous bibliometric analysis to trace the evolution of teacher well-being literature, examining 326 relevant publications from 1995 to 2022. Our findings reveal two crucial inflexion points in 2013, driven by the global economic downturn, and 2020, propelled by the widespread repercussions of the COVID-19 pandemic, including teacher unemployment. These inflexion points underscore the real-world events' profound impact on academic discourse in teacher well-being. Traditionally, authors from the United States, Australia, and the United Kingdom have shaped this discourse. Dutch scholars have also gained recognition, accumulating substantial citations. This paradigm shift is paramount as emerging nations like Iran, Ireland, China, and Austria increasingly contribute, challenging the dominance of Western authors. This shift underscores the evolving dynamics of scholarly contributions in teacher well-being research, emphasizing the need for a more diverse and inclusive academic dialogue. This study provides a panoramic view of the trajectory of teacher well-being research, shedding light on the interplay between global events and scholarly responses. It highlights nations' evolving roles in shaping this discourse, acknowledging established influences while recognizing the contributions emerging from voices in the field. These findings enrich the global dialogue surrounding teacher well-being and offer insights into the dynamic forces shaping this vital field of study, compelling the academic community to adapt, diversify, and foster a more inclusive conversation on teacher well-being.

Students in mathematics classes do not understand the importance of sociomathematical norms in learning mathematics. This causes sociomathematical norms not to be teachers' focus when learning mathematics. Besides, there is no standardized instrument for assessing this norm, so developing this instrument is necessary to measure socio-mathematical norms in learning mathematics. This study aims to create and verify the psychometric validity of the sociomathematical norm scale. This research used a survey method with 505 senior high school students from Jakarta and West Java as respondents. The results showed that 25 items had convergent validity, with a loading factor value of > 0.700, meaning they could be declared valid. Concurrent validity indicates that each sociomathematical norms indicator is valid as a whole. Discriminant validity shows that the average variance extracted value on the diagonal is higher than the other values, so each item is declared valid. It was concluded that each item of the sociomathematical norms instrument has accuracy in its measurement function. The reliability test shows that each sociomathematical norms item is declared reliable. The reliability value of the sociomathematical norm item is .99, and the person's reliability is .86. Thus, the instruments developed can measure sociomathematical norms in learning mathematics.

Today's college students relate directly to the information through which they learn. They are the ones who detect the information they need, search and evaluate it, and also use it to develop academic projects. Information literacy programs have increased in universities to support the development of these skills to students. The aim of this study was to provide an instrument that allows the measurement of information competency in higher level students and generate evidence of its validity and reliability. The Information Management Brief Inventory (IMBS) was developed, which consisted of 16 Likert type items. IMBS was applied to a sample of 1,937 students from a public university in northern Mexico. For the evaluation of the construct validity and identification of the factor grouping of the items, an exploratory factor analysis (EFA) was carried out. Confirmatory factor analysis (CFA) was carried out to explore the goodness of fit of the model. It was found that the 16 items were grouped into three factors: information management, access to information and information ethics. The psychometric properties of IMBS were adequate.

This study arises from the need to scientifically investigate how university students deal with their emotions in school situations. Therefore, the objective was to develop an instrument that measured university students' level of emotional regulation during academic activities and evaluate its validity and reliability. After a thorough literature review of the definitions of the constructs, the Emotional Regulation Scale in Academic Activities (ERAAS) was developed. The first version of ERAAS consisted of 18 Likert-type items. A total of 1975 university students in various departments responded to the instrument. Two groups of experts evaluated its content validity. Validity and reliability analysis was performed. According to the EFA, three factors were found: emotional regulation, psychologic inadequate emotional regulation, and physiological insufficient emotional regulation. The final version of the scale consisted of 11 items, the validity and reliability of which could be demonstrated for further research purposes.

The importance of research competence in pre-service teacher education has been highlighted in many studies, but concerns over the lack and inconsistency of definition, measurement, and development of research competence still exist. This poses a challenge for pre-service education programmes to provide quality education to pre-service teachers in this area. Through a systematic literature review it was found that there is a gap in the existing literature regarding the definition of research competence in pre-service teacher education, as there seems to be no consensus on the definition. There is, however, an agreement that the development of research competence is an important part of study programmes, as it contributes to higher quality education of pre-service teachers. Addressing this, the review proposes a concise definition of research competence as a multifaceted construct that includes critical thinking, self-directed learning, and organizational skills essential for effective research. The review also highlighted a lack of consensus on the most appropriate frameworks and tools to use in measuring research competence in pre-service teachers, with studies using various frameworks and tools that differ in terms of research methods, instruments and sample characteristics. The results suggest that there is a need for greater attention to be paid to the definition and measurement of research competence, as well as its development within pre-service teacher education programmes.

This study investigated young children’s recognition of social rules and responses to social-conventional transgressions in Japanese preschool settings. One hundred twenty-six children aged three to six years old heard four hypothetical stories that describe typical social-conventional transgressions in Japanese preschools. They were asked about their feelings when they witnessed each transgression (emotional response), whether they thought it was better to follow social rules and act like everyone else (social convention judgment), their justification for the judgment, and their willingness to play with the transgressor (interaction judgment). Most participants in all age groups valued following social rules and judged that the transgressor should act like everyone else, but five-year-olds generated more group- and other-oriented justifications for the judgment. Although there were no significant age group differences in interaction judgment, further analysis showed that three-year-olds’ willingness to play with the transgressor was positively related to their positive emotion, whereas such relationships were not found in four- and five-year-olds. The results demonstrate that Japanese children’s responses to social-conventional transgressions become more social and complex throughout young childhood in the Japanese cultural context.

<p style="text-align:justify">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.</p>

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.