This study aimed to optimize critical thinking by empowering reflective and impulsive students' collaboration, communication, and information literacy skills through information literacy-oriented e-books in STEM-integrated problem-based learning (PBL). The research method used was a descriptive explorative approach. The study subjects consisted of five reflective students and five impulsive students. The measurement of cognitive style used the Matching Familiar Figure Test (MFFT) instrument. Collaboration skills were assessed through observation sheets, critical thinking and communication skills were assessed through student worksheets based on problem-solving tasks, and information literacy was assessed through a questionnaire. The study found that reflective students excelled in critical thinking and information literacy, while impulsive students demonstrated superior collaboration skills. As for communication skills, reflective and impulsive students have different advantages for each indicator of communication skills. This study can conclude that implementing information literacy-oriented e-books through STEM-integrated PBL can optimize reflective and impulsive students' critical thinking, collaboration, communication, and information literacy skills. The implication of this study is the importance of integrating 21st century skills holistically in learning practices, especially in the digital era, to prepare the younger generation to face the challenges of the 21st century.

This study examines how work well-being is addressed in Finnish leadership education programs. The data consist of 91 publicly available course descriptions from Finnish leadership education programs in 2023, including those for master’s degrees from universities of applied sciences, traditional university-level leadership programs, and specialist vocational qualifications in leadership and business management. The study uses content analysis to examine the role of work well-being in leadership training. The results indicate that work well-being is often linked to organizational performance and treated as a tool for achieving economic goals, with less emphasis on the inherent value of employee well-being. This instrumental approach is prevalent across the different types of leadership training programs, including those found in the universities of applied sciences, traditional universities, and programs for specialist vocational qualifications in leadership and business management. The study also finds that leadership training programs often emphasize self-leadership and personal development, which can perpetuate a culture of individual responsibility for well-being and may lead to superficial leadership practices. The study concludes that Finnish leadership educators should prioritize holistic approaches to work well-being in leadership training, emphasizing its intrinsic value alongside its role in organizational performance, while researchers could explore methods to integrate and evaluate these balanced perspectives in diverse educational contexts.

The digital age has sparked interest among educators in utilizing information technology, especially artificial intelligence (AI) chatbots. Due to the constant technological involvement, students must also acquire solid digital skills, especially AI proficiency, for learning and everyday life. However, there are few studies on models applying AI in teaching to develop mathematical abilities for high school students. Therefore, this paper proposes a theoretical framework for incorporating AI chatbots into education, boosting students’ mathematical problem-solving competence. Based on student data analysis, this framework will cover teaching, assessment, feedback, and dynamic learning activity adjustment. The paper then explains the operations of AI chatbots to provide personalized feedback. This process emphasizes the importance of error handling and information security, ensuring safety and efficiency in the learning process. This theoretical model supports the integration of AI chatbots in personalized teaching, specifically for improving mathematical skills.

This paper presents the results of an action research conducted in a kindergarten in Sarajevo Canton. The participants were four female kindergarten educators who collaborated with two university professors who took the role of research leaders and moderators of reflective meetings. The action research was conceived as a model of professional development for preschool teachers in the Reggio pedagogy field, aiming to develop the skill of documenting pedagogical observation and the competence of implementing reflective practice (RP below the text) based on the Reggio principles. Data were collected on two levels: the educators documented their educational practice (photos, transcripts, videos, etc.), which was the basic material for analysis at collaborative reflective meetings, and all of it was documented by the research leaders. The data were analyzed simultaneously during the research (to decide on further action) and finally at the end of the research. The results of the research indicate that the action research raised awareness of the elements of traditional educational practice and developed the skills of pedagogical documentation management and the skill of implementing RP. Considering the limited time period for the realization of the research (14 months), significant but not optimal results were achieved, and there is still room for further progress in terms of improving the skills of keeping records and the capacity of RP implementation. It is necessary to systematically provide support for the professional development of educators through the development of reflective learning communities in kindergartens instead of the one-off and lecture-based forms that are offered.

This article aims to answer the research question: How do 5th grade students experience the use of artificial intelligence (AI) tools to create a comic strip describing the survival struggle between the Myna and the Lesser Kestrel? This study utilized a case-study approach to examine the advantages and challenges experienced by 5th grade students using AI tools to create a comic strip about the Lesser Kestrel's survival struggle. Data were collected through qualitative methods, including student reflections, drawings, and analyses of the comic strips they created. Additionally, a questionnaire was used to assess students' attitudes towards the four components of 21st century skills: Creativity, critical thinking, collaboration, and communication. The study indicates that the development of 21st century skills among students requires a collaborative effort involving both parents and teachers. It is not sufficient to rely solely on technological tools; there must be intermediary processes and support from teachers, who are obliged to adjust their teaching methods. Additionally, a teaching approach that supports the creation of a future citizen with a humanistic outlook and awareness of the complexity of life, is essential. This approach develops students' environmental citizenship, which is also an important 21st century skill. This involves integrating ethical, inclusive, and holistic perspectives to address complex problems, such as the survival struggle between the Lesser Kestrel and Myna.

With the introduction of the new curriculum, primary school Croatian fine arts teachers faced many challenges. The fundamental problem, the lack of school lessons, is highlighted by the challenges of implementing problem and project work and integrating technology into the teaching process. Therefore, it is important to organise activities where pupils use modern tools and media for high-quality educational purposes. The animation was chosen as a fine arts technique that can fulfil these requirements. Qualitative action research was conducted in city Split in the school year 2023/2024. The 5th and 8th grade pupils (125) and their fine arts teachers (3) participated in the research. A total of 75.23% of respondents were positive about the occasional introduction of technology into fine arts classes. After completing the fine arts project, 77.98% of pupils stated that they now have the knowledge and skills to create an animation themselves, while 77% of pupils consider their digital stories to be interesting and original. All three fine arts teachers cite a lack of continuity due to the small number of lessons as a shortcoming. The results point to poor material conditions: overheating of old projectors, low-quality tablets, poor internet connection and lack of power sockets. The research has shown that there are discrepancies between the prescribed theoretical requirements for learning outcomes and the possibilities for their practical realisation. As a result, teachers need to take a keen interest and receive additional training to ensure that the projects designed are in line with the requirements of the curriculum.

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.

Integrated learning has emerged as an approach to developing critical thinking and creativity skills. This meta-analysis synthesizes the effects of integrated learning on critical thinking and creativity, drawing from experimental studies published over the past decade. This study addresses the research question: What are the impacts and factors influencing integrated learning on students' critical thinking skills and creativity compared to conventional learning over the past decade? In the database, 403 articles were obtained, which were then supplemented by seven articles from manual searches, so that there were a total of 410 articles. After a strict inclusion process, 8 articles were selected for analysis. The inter-rater reliability test using Cohen's Kappa coefficient produced a value of 0.78, which indicates a substantial level of agreement. The analysis includes data from 497 participants for critical thinking and 266 for creativity. Heterogeneity in critical thinking skill data was 96%, and in creative skills, it was 86%; then, a subgroup analysis of education level was carried out to find out where the high heterogeneity was. The results show a significant positive effect of integrated learning, with an SMD of 1.48 (p = .004) for critical thinking and 1.60 (p = .0001) for creativity. Funnel plots and Egger's regression tests indicate no risk of publication bias. In addition, this study also synthesized the causal factors of how integrated learning affects critical thinking skills and creativity. Further research is recommended to explore its long-term impact and implementation strategies in various educational settings.  

STEM/STEAM education is an interdisciplinary pedagogical approach that cultivates skills in science (S), technology (T), engineering (E), arts (A), and mathematics (M) while also fostering 21st century skills like teamwork, problem-solving, critical thinking, and creativity in learners. Enhancing STEAM and 21st century skills for engineering students facilitates their swift adaptation to STEM/STEAM employment demands in the 4.0 industrial revolution and the ongoing digital transformation in Vietnam. This study aims to investigate the effect of STEAM project-based learning on the 21st century skills of 47 mechanical engineering technology students at a public university in Vietnam. The findings of a one-group pretest-posttest design and an analysis of engineering student groups’ STEAM project-based learning products revealed that there was a significant improvement in students' 21st century skills at a 95% confidence level. Among the three 21st century skills studied, engineering students’ collaboration skill showed a moderate effect size, while problem-solving and creative thinking skills demonstrated a large effect size after implementing STEAM project-based learning in the “Workplace Skills” course. Some significant limitations were identified, including (a) the lack of a comparison group, which may have influenced the difference between the pretest and posttest; and (b) the sustainability of 21st century skills developed through STEAM project-based learning in the “Workplace Skills” course was not investigated. Therefore, studying the effect of other factors on engineering students’ 21st century skills and exploring their sustainability were main recommendations for further research.

Critical thinking is highly valued as an integral skill for promoting students’ development, and problem-based learning (PBL) is widely used as an essential method to facilitate the development of critical thinking. However, since individual studies cannot determine the precise overall effect size of PBL on the development of critical thinking, it is difficult to systematically analyze the various influencing factors that hinder PBL from achieving sufficient effectiveness. Therefore, this study adopts a meta-analysis method to examine PBL in depth, aiming to clarify the crucial methods and elements of applying PBL to enhance critical thinking and address the shortcomings of existing studies. This study investigates two primary questions: first, the efficacy of PBL in enhancing critical thinking skills in comparison to traditional pedagogical approaches, and second, the influence of moderating variables on the effectiveness of PBL. To address these questions, a total of 25 studies were selected for meta-analysis. The findings revealed an overall effect size of 1.081 under the random-effects model, with a confidence interval of [0.874, 1.288] and p < .05, indicating that PBL significantly outperforms traditional methods. The analysis demonstrated that the effectiveness of PBL is not significantly influenced by learning stage, sample size, or measurement tools, thereby broadening the applicability of PBL and challenging preconceived limitations associated with its implementation. However, the results also indicated that PBL effectiveness is moderated by teaching methods and subject types, which offers critical insights for educators seeking to adapt their instructional strategies when employing PBL.

The proliferating field of writing education increasingly intersects with technological innovations, particularly generative artificial intelligence (GenAI) resources. Despite extensive research on automated writing evaluation systems, no empirical investigation has been reported so far on GenAI’s potential in cultivating intermedial writing skills within first language contexts. The present study explored the impact of ChatGPT as a writing assistant on university literature students’ intermedial writing proficiency. Employing a quasi-experimental design with a non-equivalent control group, researchers examined 52 undergraduate students’ essay writings over a 12-week intervention. Participants in the treatment group harnessed the conversational agent for iterative essay refinement, while the reference group followed traditional writing processes. Utilizing a comprehensive four-dimensional assessment rubric, researchers analyzed essays in terms of relevance, integration, specificity, and balance of intermedial references. Quantitative analyses revealed significant improvements in the AI-assisted group, particularly in relevance and insight facets. The findings add to the research on technology-empowered writing learning.

Research in mathematics education and interdisciplinarity is varied and extensive, covering multiple approaches that reflect a growing interest in this type of perspective. The objective of this study is to systematize the findings of research on interdisciplinary mathematics education published between 2019 and 2024. The review was carried out following the guidelines of the PRISMA statement, allowing us to identify 49 articles published in journals indexed in the Web of Science (WOS) and Scopus databases. Subsequently, a content analysis was carried out to identify methodological and theoretical aspects present in the studies reviewed, such as methodology employed, education level of participants, disciplines integrated with mathematics, and types of interdisciplinary tasks proposed. Additionally, four main research themes were identified: (a) understanding of interdisciplinarity; (b) pedagogical strategies for interdisciplinary development in mathematics education; (c) interdisciplinarity for the development of mathematical skills; and (d) professional development of mathematics teachers. The results reveal a sustained increase in the number of publications, which reflects a growing interest in the interdisciplinary approach in mathematics education. Finally, several challenges and opportunities are highlighted for future research, including the need to develop an interdisciplinary teacher training model, the creation of pedagogical strategies that promote greater interconnection between disciplines, and the need to carry out more studies focused on early childhood and primary education in this area.