This complex personality trait serves as the main topic of our paper due to the increasing prevalence of perfectionism as well as the rising demands from educational organizations. Our paper can fill a research gap by examining its definitions, models, components, and influencing elements (personality, gender, and immediate environment) in addition to the role of perfectionism in secondary and tertiary education. We assume that perfectionism in higher education is based on its development at secondary school, and it is becoming more intense in time. In 2023 the authors conducted a survey among Hungarian university students to determine the degree to which the participants pursue perfectionism in their professional and personal lives. The questionnaire finally resulted in 550 responses. The findings of our research suggest that women tend to be more perfectionist, but the picture is differently deemed by individuals than by their immediate surroundings. Another noteworthy result revealed that personal perfectionism also depends on the people with whom those who consider themselves perfectionists live. Our SEM model also showed that perfectionism is stronger throughout university studies and that it might be descended from secondary school perfectionism. Personality traits do affect perfectionism at school, which intensifies in higher education after graduating from secondary school.

Successfully solving reality-based tasks requires both mathematical and text comprehension skills. Previous research has shown that mathematical tasks requiring language proficiency have lower solution rates than those that do not, indicating increased difficulty through textual input. Therefore, it is plausible to assume that a lack of text comprehension skills leads to performance problems. Given that different sociodemographic characteristics and cognitive factors can influence task performance, this study aims to determine whether text comprehension mediates the relationship between these factors and competence in solving reality-based tasks. Additionally, it examines the impact of systematic linguistic variation in texts. Using an experimental design, 428 students completed three reality-based tasks (word count: M = 212.4, SD = 19.7) with different linguistic complexities as part of a paper-pencil test. First, students answered questions about the situation-related text comprehension of each text, followed by a mathematical question to measure their competence in solving reality-based tasks. The results indicate that: a) Tasks with texts of lower linguistic complexity have a significantly higher solution rate for both text comprehension (d = 0.189) and mathematical tasks (d = 0.119). b) Cognitive factors are significant predictors of mathematical solutions. c) Text comprehension mediates the relationship between the impact of students’ cultural resources and cognitive factors and their competence to solve reality-based tasks. These findings highlight the importance of linguistic complexity for mathematical outcomes and underscore the need to reinforce text comprehension practice in mathematical education owing to its mediating role.

In this article, we present a study that examined the effects of visual art activities on the realization of aspects of empowerment in a blind ninth-grade elementary school female student with minimal residual vision. We focused on three key aspects: well-being, positive self-image, and empowerment of strengths and weaknesses. In addition to the student, her mother and a personal assistant who accompanies the student during each activity in art class participated in the study. Based on initial interviews with all three participants, we developed ten visual art activities that address at least one of the listed aspects in different ways. Based on interviews, rating scales, observations and analysis of the visual art solutions, we found that visual art activities have a significant impact on improving a person's well-being, helping to strengthen a good self-image, reinforcing strong areas and developing weaker ones. In the future, we could broaden the range of psychological aspects that could be influenced by artistic activities, and we would also obtain more interesting and reliable results if more people with different special needs were included in the research.

University dropout is a multidimensional and multicausal problem that affects every university around the world. The aim of this article is to conduct a bibliometric review of the scientific literature on the main factors that influence university dropouts in scientific publications between 2018 and 2022. The methodology is based on systematic searches using the Web of Science (WoS) and Scopus databases. We analysed 417 and 498 articles, respectively, applying inclusion/exclusion criteria. The main factors of university dropout were identified: problems in the academic and social world of students, student stress, health reasons, the role of teachers, and changes in the education system. Among the countries with the highest scientific output, Spain stands out, along with the United States, the United Kingdom, Australia, and China. This would provide a more complete view of the historical evolution and multifactorial causes of this educational phenomenon.

This study aims to develop and validate a green behavior instrument based on local potential using structural equation modeling (SEM) with smart partial least squares (SmartPLS). The instrument consists of 40 statements covering five main indicators: environmental maintenance, waste reduction, saving natural resources, sustainable mobility and consumption, and community education. This study addresses a gap in existing research by creating a context-specific tool for assessing green behavior, incorporating local cultural and ecological factors. While prior studies emphasize global sustainability principles, they often overlook the significance of local practices and values, which are essential for effective environmental education. By integrating local potential, this instrument bridges global sustainability goals with regional contexts, enabling meaningful and practical student engagement. The instrument was validated through content validity testing, exploratory and confirmatory factor analyses, and construct validity and reliability testing using SEM with SmartPLS. The results indicate strong content validity, with content validity index (CVI) values ranging from .80 to .90. After analysis, 34 valid items were retained from the initial 40. This study contributes to the literature by developing an instrument that aligns with global sustainability goals while integrating local cultural practices and ecological contexts. It offers insights into how local knowledge enhances sustainability education, providing a holistic framework for assessing green behavior across diverse regions.

This study aims to design, produce, and validate an information collection instrument to evaluate the opinions of teachers at non-university educational levels on the quality of training in artificial intelligence (AI) applied to education. The questionnaire was structured around five key dimensions: (a) knowledge and previous experience in AI, (b) perception of the benefits and applications of AI in education, (c) AI training, and (d) expectations of the courses and (e) impact on teaching practice. Validation was performed through expert judgment, which ensured the internal validity and reliability of the instrument. Statistical analyses, which included measures of central tendency, dispersion, and internal consistency, yielded a Cronbach's alpha of .953, indicating excellent reliability. The findings reveal a generally positive attitude towards AI in education, emphasizing its potential to personalize learning and improve academic outcomes. However, significant variability in teachers' training experiences underscores the need for more standardized training programs. The validated questionnaire emerges as a reliable tool for future research on teachers' perceptions of AI in educational contexts. From a practical perspective, the validated questionnaire provides a structured framework for assessing teacher training programs in AI, offering valuable insights for improving educational policies and program design. It enables a deeper exploration of educational AI, a field still in its early stages of research and implementation. This tool supports the development of targeted training initiatives, fostering more effective integration of AI into educational practices.

Work-based learning (WBL) is an important tool for enhancing students' employability skills in vocational education and training. Many studies have underlined the importance of a variable of WBL, self-efficacy, and vocational identity in developing vocational students' employability skills. Nonetheless, the research is limited and examined separately. Therefore, this study investigates how WBL, self-efficacy, and vocational identity influence employability skills and how self-efficacy moderates between WBL and employability skills. Four hundred and three state university students in Yogyakarta were involved in the data collection. This study used structural equation modeling (SEM) analysis to test its hypothesis. The results of the study revealed that the implementation of WBL did not have a direct effect on employability skills; however, self-efficacy was able to moderate the relationship between WBL and employability skills. However, WBL directly influences vocational identity, which in turn directly influences employability skills, while self-efficacy also directly influences employability skills. This research has important implications for improving learning that can improve students' self-efficacy skills in an effort to build students' employability skills in vocational education and training.

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 study examines the impact of Project-Based Learning (PjBL) on developing metacognitive skills among preservice science teachers (PSTs) in Northeast Thailand. A sample of 143 PSTs, including first-year students in General Biology 1, second-year students in General Physics 1, and third-year students in Basic Organic Chemistry, participated in an 18-week programme. The study aimed to assess changes in metacognitive skills before and after PjBL implementation, evaluate differences among academic years, and identify predictors of skill development. The methodology included a six-hour orientation workshop and a collaborative, project-based curriculum. Descriptive and inferential statistics were employed, with the item-objective congruence index (IOC) for content validity, paired samples t-tests for pre- and post-intervention comparisons, and Analysis of Variance (ANOVA) to examine differences across academic years. Multiple regression analysis was used to identify significant predictors of metacognitive skill development. Results showed significant improvements in metacognitive skills post-PjBL, with substantial enhancements across all subjects. ANOVA indicated significant differences among academic years, with third-year students demonstrating the highest metacognitive skill levels. Multiple regression analysis identified participation in PjBL and academic level as significant predictors of metacognitive skill development. These findings highlight the effectiveness of PjBL in enhancing metacognitive skills and underscore the importance of active learning and reflective practices in teacher education programmes. This study provides valuable insights into the impact of PjBL on PSTs' professional growth and instructional efficacy, preparing them for modern classroom challenges.

This article provides a comprehensive guide to conducting and documenting systematic reviews (SRs) in educational research. While SRs are increasingly recognized for their value in synthesizing and evaluating literature on specific research questions or topics, there remains a notable scarcity of research-based papers that guide their development within the field of education. Systematic reviews, distinguished from traditional literature reviews by their standardized processes—including systematic searching, selection, and critical appraisal of relevant studies—offer a more accurate and comprehensive understanding of the research landscape by integrating findings from multiple sources. This paper underscores the importance of adhering to established methodologies and guidelines to ensure the quality and reliability of SRs. Essential elements discussed include defining research questions, developing search strategies, applying inclusion and exclusion criteria, and synthesizing results. The paper also highlights the role of frameworks such as the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in enhancing transparency and methodological rigor. By following this structured approach, researchers can produce systematic reviews that provide valuable insights into educational practices and policies, thereby supporting evidence-based decision-making and advancing the field of education.

Children diagnosed with moderate autism spectrum disorder (MASD) exhibit a range of socially unacceptable behaviors, which notably include social withdrawal behavior (SWB); these individuals tend to disengage from various social contexts, consequently impeding their communication and social interaction capabilities. The primary objective of this research was to employ miniatures (diorama) as a methodological approach to construct semi-naturalistic scenarios for children with MASD that authentically represent their quotidian experiences and facilitate interaction, contributing to the alleviation of their SWB. The research sample comprised 21 children with MASD, aged between 6 and 9 years, who were enrolled at the Al-Jabr Institute in Al-Ahsa, Saudi Arabia. A quasi-experimental methodology was adopted to align with the research's inherent characteristics, using a three-group design. The instruments utilized included the Social Withdrawal Behavior Scale (SWBS) alongside a training program devised by the authors. The results showed a significant reduction in SWB among those children to whom the diorama program was applied. Results also indicated the continuation of this effect after the end of the diorama program period for two consecutive months. The outcomes encourage further implementation of the diorama methodology on more extensive samples and across a broader geographic scope within Saudi Arabia, thereby facilitating the generalization of the findings to the entire population of children diagnosed with MASD. Findings also encourage the enhancement of the diorama's role in forthcoming experimental inquiries to ascertain its efficacy in mitigating other socially maladaptive behaviors exhibited by children with MASD.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by challenges in social communication and repetitive behaviors. The Picture Exchange Communication System (PECS) has been widely utilized to support communication in children with ASD by using picture cards to convey needs and responses. However, traditional PECS can be limited by its static nature and lack of immediate feedback. Recent technological advances, particularly Augmented Reality (AR), offer new avenues for enhancing these communication strategies. This study explores the integration of AR into PECS and its impact on improving basic communication skills, specifically answering questions and commenting, in children with ASD. The research involved a multiple baseline design with four participants aged 7-12 years, recruited from autism centers in Melaka, Malaysia. Results showed significant improvements in both the frequency and accuracy of responses and relevant commenting skills after the AR-based intervention. Answering skills improved by 83%, and commenting skills increased by 122%, with the average number of relevant comments rising from 3 (SD = 0.89) to 6.67 (SD = 2.25). Statistical analysis (paired t-test) revealed a significant effect (p = 0.00272). Compared to traditional methods, AR-based PECS accelerated the achievement of target communication skills. Future research should focus on larger sample sizes and explore long-term impacts to solidify these promising outcomes.

This research investigated the validity of measurement and causal model of online scam protection behavior (OSPB) among at risk Thai students. The sample comprised 286 high school students from three demonstration schools under the University. Data were analyzed using descriptive statistics, confirmatory factor analysis (CFA), and structural equation modeling (SEM). The factor loadings for all items satisfied the standard criteria with scores ranging from .40 to .80, item-total correlations ranging from .405 to .718, and Cronbach’s alpha coefficients ranging from .773 to .928. The modified model demonstrated a better fit with the empirical data (χ² = 47.62, df = 37, p = .113,  χ²/df = 1.287, RMSEA = .032, SRMR = .028, GFI = .97, CFI = 1.00, NFI = .99). All factors: a) awareness of online risks, b) inhibitory control, c) game-based learning, d) social support, and e) motivation to prevent online scams can predict 81% of OSPB. The motivation to prevent online scams strongly influenced OSPB, with an effect size of .60. Additionally, all factors can predict 88% of the motivation for online scam prevention, suggesting that Protection Motivation Theory (PMT) is a suitable framework for understanding and evaluating Thai students' preventive behaviors in online deception scenarios. This newly developed instrument is highly reliable and can be effectively used by researchers and educators to assess the risk of online fraud victimization among high school students.

Adolescent sexuality education plays a crucial role in supporting healthy physical, emotional, and social development. Through bibliometric analysis, this study aims to capture existing trends in research on adolescent sexuality education and highlight less explored areas in the field. Using VOSviewer, 780 documents (from 1939 to 2024) were searched for authors, countries, journals, and keywords. The results show a 4-year increase in the total number of studies led by the United States. Popular topics about which people have some general understanding include sexual behaviour, contraceptive use and HIV prevention. Other Since 2015, there has been a growing interest in topics such as diversity, digital-age engagement, and the role of parents, but the scope of existing research remains limited, with a focus on only a few specific areas. In addition, the keyword analysis highlights the role of family communication in young people's understanding of sexual health. The implications of these findings are also in line with previous advocacy for a broader focus on health information in sexuality education, including digital technologies, and more inclusivity with a wider range of curriculum topics. More open dialogue between adolescents and trusted adults can reduce stigma, promote understanding, and support better decision-making. Therefore, this study is a valuable contribution to building relevant and adaptive research and policy in response to current challenges.

The COVID-19 pandemic has significantly changed the global educational landscape, prompting a need to explore emerging literature on home learning, literacy development, and parental involvement. This study aims to contribute to Sustainable Development Goals (SDG) 4: Quality Education, and SDG 10: Reduced Inequalities, by examining these aspects in the context of the pandemic and beyond through a bibliometric analysis. The analysis depicts 416 publications from the Web of Science Database between 2014–2023. The study utilized co-citation and co-word analysis techniques to identify key research clusters and trends related to home learning and literacy development. The analysis revealed that parental involvement can help mitigate learning loss, supporting SDG targets for equitable and inclusive education. Key research clusters identified include the influence of socio-economic status on literacy outcomes, continuity of literacy practices, and the long-term effects of traditional versus digital home learning environments. The findings highlighted a consensus on the importance of a supportive home literacy environment for reading skills and overall academic success. The need for intervention programs targeting low-income groups to ensure equitable access to learning resources, aligning with SDG 10, was also identified through the study. The findings have practical implications for enhancing the home literacy environment, increasing parental involvement, and supporting early literacy interventions, providing valuable insights for education stakeholders, policymakers, and researchers in the post-pandemic era.

Artificial intelligence (AI) has revolutionized higher education. The rapid adoption of artificial intelligence in education (AIED) tools has significantly transformed educational management, specifically in self-directed learning (SDL). This study examines the factors influencing Indonesian higher education students' intention to adopt AIED tools for self-directed learning using a combination of the Theory of Planned Behavior (TPB) with additional theories. A total of 322 university students from diverse academic backgrounds participated in the structured survey. This study utilized machine learning it was Artificial Neural Networks (ANN) to analyze nine factors, including attitude (AT), subjective norms (SN), perceived behavioral control (PBC), optimism (OP), user innovativeness (UI), perceived usefulness (PUF), facilitating conditions (FC), perception towards ai (PTA), and intention (IT) with a total of 41 items in the questionnaire. The model demonstrated high predictive accuracy, with SN emerging as the most significant factor to IT, followed by AT, PBC, PUF, FC, OP, and PTA. User innovativeness was the least influential factor due to the lowest accuracy. This study provides actionable insights for educators, policymakers, and technology developers by highlighting the critical roles of social influence, supportive infrastructure, and student beliefs in shaping AIED adoption for self-directed learning (SDL). This research not only fills an important gap in the literature but also offers a roadmap for designing inclusive, student-centered AI learning environments that empower learners and support the future of SDL in digital education.

Integrating generative artificial intelligence (GenAI) in education has gained significant attention, particularly in flexible learning environments (FLE). This study investigates how students’ voluntary adoption of GenAI influences their perceived usefulness (PU), perceived ease of use (PEU), learning engagement (LE), and student-teacher interaction (STI). This study employed a structural equation modeling (SEM) approach, using data from 480 students across multiple academic levels. The findings confirm that voluntary GenAI adoption significantly enhances PU and PEU, reinforcing established technology acceptance models (TAM). However, PU did not directly impact LE at the latent level—an unexpected finding that underscores students’ engagement’s complex and multidimensional nature in AI-enriched settings. Conversely, PEU positively influenced LE, which in turn significantly predicted STI. These findings suggest that usability, rather than perceived utility alone, drives deeper engagement and interaction in autonomous learning contexts. This research advances existing knowledge of GenAI adoption by proposing a structural model that integrates voluntary use, learner engagement, and teacher presence. Future research should incorporate variables such as digital literacy, self-regulation, and trust and apply longitudinal approaches to better understand the evolving role of GenAI inequitable, human-centered education.

The present study examined how empathy (affective and cognitive), basic psychological need satisfaction (autonomy, competence, and relatedness), and demographic factors (gender and academic achievement) jointly predict prosocial behavior during emerging adulthood. Grounded in Self-Determination Theory, this research explored whether relatedness need satisfaction mediates the relationship between empathy and prosocial tendencies. A total of N=889 undergraduate students from a large public university in the southeastern United States completed self-report measures assessing empathy, psychological needs, and prosocial behavior. Path analysis revealed that affective empathy and relatedness satisfaction were significant predictors of prosocial behavior. Relatedness also partially mediated the link between empathy and helping actions. Furthermore, gender and GPA contributed to prosocial outcomes, with female students and those with higher academic achievement reporting greater prosocial tendencies. These findings suggest that fostering emotional engagement and supporting students’ psychological needs—particularly the need for relatedness—may be key mechanisms for promoting prosocial development in educational settings during the critical stage of emerging adulthood.

This study investigated the relationships between conflict management strategies and family functioning among university students from diverse ethnic backgrounds in the multicultural context of Kosovo. A cross-sectional design was used with 362 university students (183 female, 179 male) comprising Kosovo Turks (58.6%), Albanians (23.8%), and Bosnians (17.7%). Data were collected using the Conflict Management Strategy Scale and Family Assessment Device. Path analysis was used to examine relationships between conflict strategies and family functioning dimensions. Students preferred compromising strategies most (M = 3.68) and withdrawing least (M = 2.98). Family functioning was healthy in problem-solving, communication, roles, affective responsiveness, and general functioning (scores < 2.0), but unhealthy in affective involvement (M = 2.29) and behavioral control (M = 2.12). Significant ethnic differences emerged in communication (F(2,144) = 3.158, p = .045, η² = .020) and behavioral control (F(2,149) = 4.109, p = .018, η² = .018), but not in conflict strategies. Path analysis revealed that withdrawing strategies negatively affected family functioning (β = .113-.143), while smoothing strategies had positive effects (β = -.139 to -.220). However, conflict strategies explained only 1.6-4.3% of the variance in family functioning (R² = .016-.043), indicating small effect sizes. While statistically significant relationships exist between conflict management strategies and family functioning, effect sizes are modest. Ethnic variations in these relationships emphasize the importance of cultural considerations for family counseling practices. The findings suggest that conflict management training may have a limited direct impact on family functioning, highlighting the need for comprehensive, culturally sensitive intervention approaches.

This study presents a comprehensive bibliometric and content analysis of research on autism and mathematics learning from 2010 to 2024. A total of 131 peer-reviewed articles were retrieved from the Web of Science (WoS) database using keywords such as autism, mathematics, learning, and intervention. Bibliometric analysis was conducted to quantitatively examine publication trends, leading authors, contributing countries, and co-authorship networks, offering a macroscopic overview of the field’s evolution. Visualisations generated using VOSviewer further illustrated keyword co-occurrence and thematic clustering. Complementing this, content analysis provided a qualitative synthesis of research themes and conceptual progressions across the literature. The findings revealed a clear thematic evolution. Early research (2010–2015) predominantly focused on behavioural interventions, structured instructional approaches, and basic numeracy development. Mid-phase studies (2016–2020) introduced inclusive pedagogies, social-emotional considerations, and differentiated instruction. Recent research (2021–2024) has shifted towards personalised, technology-enhanced instruction, Universal Design for Learning (UDL), and the integration of digital tools in mathematics education. Despite this growth, several gaps remain. Research remains limited in addressing cross-cultural diversity, long-term evaluations of digital interventions, and the adaptation of pedagogies in underrepresented regions. This study emphasises the need for future research to explore culturally responsive frameworks, the sustainability of technology uses, and equity in mathematics education for autistic learners.