The research emphasized three main objectives: 1) to analyze the propensity score of the research effect size for developing students’ creative thinking, 2) to study the attribute variables effect of the research on the effect size of creative thinking before and after the propensity score adjustments, and 3) to compare the effect size between instructional methods to develop creative thinking before and after the propensity score adjustments. The data were obtained from 400 research studies on creative thinking development in Thailand. The research instrument for data collection included the research attribute record form. They were analyzed by calculating effect size, propensity score matching analysis, and fixed effect and random effect meta-regression analysis. The results indicated two research groups with propensity scores that develop students' creative thinking: the low effect size group of 256 research ( =1.345) and the high effect size group of 144 research ( =7.284) using 26 attribute variables of creative thinking development research. Moreover, the instructional methods with the creative activities had the highest effect size ( =3.88). After the analysis of propensity score matching, the effect of 12 research attribute variables was eliminated as follows: manufacturing research institutions, year of publication, educational institutions, curriculum, creative thinking indicators, instructional materials, types of research, research objectives, research groups, research protocols, statistics used in research, quality of research and it was found that integrated instructional model of knowledge using media and technology had the highest effect size ( =0.41).

This experimental research aimed to examine the effectiveness of the transformative learning program (TLP) on the active global citizenship (AGC) of 60 undergraduate students who had joined student affairs engaging in community development, working with a volunteer spirit, and community service. The participants were randomly assigned into experimental and control groups (n=30 for each group). The data were collected using the AGC Scale with a reliability of .968. Assessments were conducted three times: before, after the experiment, and follow-up. The TLP consisted of five steps: (a) Review social issues and crises contributing to disorientation; (b) Reflect critically to reach solutions; (c) Reformulate the meaning of perspectives to plan a course of action based on new perspectives; (e) Accept and improve new practices; and (f) Evaluate. MANOVA was performed to analyze the data. The results showed that students in the experimental group had a higher mean score of AGC than the control group, both after treatment and at follow-up (p < .05); the mean scores of the AGC of the experimental group after treatment and at follow-up were higher than the mean score before treatment (p < .05); and the mean score of AGC of the experimental group at follow up was higher than the score after treatment with no statistical significance. In conclusion, educational personnel could use this TLP to promote AGC for university students.

Many students have misconceptions about mathematics, so preservice teachers should be developing the skills to notice mathematical misconceptions. This qualitative study analyzed preservice teachers' skills in noticing student misconceptions about algebra, according to three aspects of noticing found in the literature: attending, interpreting and responding. Participants in this study were seven preservice teachers from one university in the capital of Aceh province, Indonesia, who were in their eighth semester and had participated in teaching practicums. Data was collected through questionnaires and interviews, which were analyzed descriptively. The results revealed the preservice teachers had varying levels of skill for the three aspects of noticing. Overall, the seven preservice teachers' noticing skills were fair, but many needed further development of their skills in interpreting and responding in particular. This university’s mathematics teacher education program should design appropriate assessment for preservice teachers’ noticing skills, as well as design and implement learning activities targeted at the varying needs of individual preservice teachers regarding noticing student misconceptions, in order to improve their overall teaching skills.

Secondary subject subcultures, differing in status, perceived sequentiality, and scope, have been shown to form within departmental content areas. This study aimed to determine if preservice secondary teachers also exhibited attributes of secondary subcultures. Through the Teacher Multicultural Attitude Survey and the Culturally Responsive Teacher Self-Efficacy Scale, this study revealed that subcultures also occur within preservice teachers, specifically preservice mathematics teachers and preservice English teachers, with regards to multicultural awareness and attitudes. The results from this study support the need for purposeful and consistent focus on multicultural education and Ethnomathematics education in mathematics education programs. In doing so, secondary mathematics students can obtain a robust background in multicultural education before entering the PK-12 classroom. When they do enter the PK-12 classroom, they will be able to empower all students that they teach.

This study aimed to compare and examine the effectiveness of interactive STEM learning and paper-and-pencil STEM learning in terms of mathematical literacy skills of elementary school students. This research is of a quasi-experimental type with a non-equivalent pretest-posttest control group design. Sampling was carried out on the elementary school populations in Bengkulu and South Sumatra Provinces in two stages. In the first stage, schools in rural and urban areas were selected, and in the second, classes in each school were randomly selected. The selected sample consisted of fifth-grade students of the Public Elementary School of Terawas, Musi Rawas, with an experimental class A (n = 20) and an experimental class B (n = 19), as well as fifth-grade students of the Public Elementary School of Bengkulu City, with an experimental class A (n = 25) and an experimental class B (n = 22). Data collection was conducted using mathematical literacy skills tests in reference to the PISA and Minimum Competency Assessment (level 1–3). Data analysis was performed using descriptive and inferential statistics; it employed an independent t-test for the comparative testing and an N-gain test for testing the effectiveness of STEM learning. The results showed that there were differences in math literacy skills between interactive STEM and paper-and-pencil STEM for students in urban schools, but not significantly different for students in rural schools. General STEM learning was effective in increasing the literacy of elementary school students, and interactive STEM in particular demonstrated the highest level of effectiveness in the urban school.

During COVID-19 in Athens, Greece, 535 general education and 170 special education teachers were tested for computer use self-efficacy, ICT competence, and computer attitudes. Demographic and occupational factors impacted computer attitudes and computer use self-efficacy. The GCAS and GCSES showed that general and special education teachers liked computers. Teachers were computer-savvy and confident. Computer attitudes boosted computer use self-efficacy. Computer self-efficacy is strongly linked with computer attitudes, subscales of confidence and affection and moderately linked with cognitions about computers. Age, position, and ICT training substantially influenced computer attitudes and computer use self-efficacy. ICT-trained teachers had improved their attitudes and computer use self-efficacy. Computer self-efficacy and attitudes about computers did not change for special education teachers, but computer confidence increased. Except for those under 25, younger teachers demonstrated higher computer self-efficacy than older ones.

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).

Mathematical confidence and critical thinking are essential in preparing preservice teachers. Thus, this study explored the perceived confidence and critical thinking levels in mathematics of elementary and secondary preservice teachers. A descriptive-correlational-comparative research design was employed, with a sample of 107 randomly selected preservice teachers enrolled in the Bachelor in Elementary and Secondary Education programs of a state university in West Philippines. The study used arithmetic mean, standard deviation, Spearman’s rank-order correlation, and independent samples t-test to analyze and draw conclusions from the data. The findings revealed that the preservice teachers have high confidence and critical thinking skills. Their program significantly correlates with their perceived critical thinking and confidence level. Besides, the preservice teachers’ confidence levels and perceived critical thinking skills significantly correlate. Further analysis found significant confidence and critical thinking differences favoring the secondary over the elementary preservice teachers. These findings provide insights that would benefit mathematics educators in providing priority programs to enhance the preparation of future math teachers.

The need for early comprehension of scientific concepts in elementary school students is crucial. However, studies have indicated that some students lack a fundamental understanding of such concepts, highlighting the importance of effective teaching methods to improve scientific literacy at an early age. Therefore, this study aimed to determine the ability of Project-Based Learning in Science, Technology, Engineering, Art, and Mathematics (STEAM-PjBL) to improve students' scientific literacy, knowledge, and application of foundational scientific principles. A quasi-experimental methodology was employed, involving 22 female and 26 male fourth-grade elementary school students as participants. The study administered a Scientific Literacy Test (SLT) treatment to the students, followed by unpaired and paired t-tests to examine the impact of the STEAM-PjBL model on their scientific literacy skills. The results showed that STEAM-PjBL improved students' scientific literacy skills significantly more than traditional instruction. The experimental group outperformed the control group in the post-test, indicating the effectiveness of STEAM-PjBL. Therefore, the study recommends the adoption of the STEAM-PjBL model by elementary school teachers to improve students' understanding of fundamental scientific concepts.

Eco-pedagogy is a pedagogy utilized in the framework of teaching environmental education in schools. The adoption of various eco-pedagogy programs within schools has proven to be helpful in improving students' environmental attitudes, and it was concluded that schools are the best place for critical learning of environmental concerns. Thus, the primary purpose of this study was to investigate how a teachers' eco-pedagogy workshop promotes teachers' educational, environmental, and organizational concepts. An integrated study (quantitative and qualitative) was carried out that included a sample of 44 teachers in elementary schools. The sample was divided into two groups: an experimental group that participated in the workshop, and a control group that did not participate in it. Improvement was found in the environmental education and the organizational concepts of eco-pedagogy for teachers who participated in the program, compared with those who did not. The study's key findings indicated that attending an eco-pedagogy workshop helped teachers perceive the subject more favorably, developed their higher-order thinking skills, and they learned more about it. Another finding was that a workshop is crucial for teachers to advance their professional development.

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).

Listening is a language skill that is acquired in childhood but can be improved throughout the educational process. It is of great importance in both educational and everyday life. The objective of this study is to identify the importance given to listening training by students, assess their listening skills, and determine what can be done to improve their listening skills to top levels. The study group consists of 50 Turkish language teachers from various primary and secondary schools in Turkey and Northern Cyprus. A 9-question interview form was used to collect data. The data obtained were analyzed using content analysis, frequencies, and percentages. Based on the results, most Turkish language teachers revealed that their students do not listen sufficiently to their teachers, and the reasons for this could be related to the school, teachers, curriculum, or the students themselves. Additionally, the teachers stated that it is essential to emphasize the importance of listening to students in the first place, and it could be beneficial to increase the number of listening activities in the course books and assess and evaluate listening skills more frequently.

This article investigates artificial intelligence (AI) implementation in higher education (HE) from experts' perspectives. It emphasises the view of AI's involvement in administrative activities in higher education, experts' opinions concerning the influence of the incorporation of AI on learning and teaching, and experts' views on applying AI specifically to assessment, academic integrity, and ethical considerations. The study used a qualitative method based on an unstructured qualitative interview with open-ended questions. The participants were thirteen individuals currently involved with higher education institutions and had various talents related to AI and education. Findings stress that implementing AI technology in administrative roles within higher education institutions is essential since it cuts costs, addresses problems efficiently and effectively, and saves time. The findings also revealed that AI plays a vital role in learning and teaching by speeding up the learning process, engaging learners and tutors, and personalising learning depending on the learner's needs within an entirely intelligent environment. AI can produce an accurate, objective, and suitable level of assessment. AI aids students in developing a stronger sense of integrity in their academic work by guiding them through AI-powered applications. AI must adhere to ethical laws and policies, ensuring its potential negative aspects are not overlooked or left unchecked.

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.