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.

This study sought to investigate the current state of innovative teaching research and identify emerging themes and trends in the field from 2013 to 2023. The Scopus database was searched for the term “innovative teaching,” resulting in 1005 documents. After manual screening, 903 articles were exported in the BibTeX format for further processing in Bibliometrix using three bibliometric analysis types: network analysis, science mapping, and performance analysis. Performance analysis revealed bursts in publication output in 2015 and 2021, with a moderate boost in 2018. Ten top-cited journal papers were identified. The citation rates were low between 2019 and 2021, but there has been an upturn since 2022. The top keywords included simulation and nursing education, and there was a shift in research topics from broad educational concepts to more specific approaches, such as e-learning. Innovative teaching has been predominantly investigated in higher education, particularly in nursing education, with themes like “teaching/learning strategies” suggesting an emphasis on enhancing teaching practices not just through technology infusion. This study can aid educators and researchers in staying current with innovative teaching developments and inform their teaching practices.

Existing studies have explored the repercussions of school closures. The researchers were interested in exploring the virtual health and physical education program (VHPEP) by identifying existing practices, drawing a more profound understanding of teachers’ experiences, identifying parents’ roles played in support of their children and teachers, and finally recommending inputs for a better VHPEP. Using a criterion-based selection, twenty participants, encompassing ten teachers and ten parents, were recruited for this study. The study employed a qualitative case study design. The results found that implementing VHPEP involved various issues and challenges in class management, including limited student interaction, difficulty sustaining interest, ineffective assessment methods, and instances of student cheating. These challenges prompted teachers to shift their pedagogical practices, focusing on making adjustments and developing new strategies to ensure student participation. Additionally, the study found that teachers experienced anxieties and realized the importance of self-reflection, including the importance of implementing measures to mitigate anxieties, gaining new perspectives on teaching, and grappling with the unique difficulties and opportunities of the virtual teaching modality. This study also shed light on the diverse roles that parents played in supporting their children and collaborating with teachers. Lastly, the study identified crucial aspects for improving VHPEP. While this study gives much attention to valuable insights provided by teachers and parents as collaborative partners for a quality VHPEP, caution should be exercised because the research is based on specific contexts and individual experiences.

The study aimed to explore the self-directed learning readiness model and its relationship with various factors such as emotional intelligence, transformational parenting, need-supportive teaching style, and self-efficacy as potential mediators. The research was conducted with 415 junior high school students in Surabaya, Indonesia. To ensure the reliability and validity of the instruments used in the study, confirmatory factor analysis was performed. The loading factor values of all the items in the instruments were found to be greater than .50 indicating a satisfactory level of validity. Additionally, the reliability coefficient of all the instruments exceeded .90 demonstrating good internal consistency. Analysis using structural equation modeling (SEM) demonstrated that the theoretical model of self-directed learning readiness was consistent with empirical conditions because it meets the standard value of goodness of fit. Furthermore, through the indirect effect tests, it was discovered that need-supportive teaching style, emotional intelligence, and transformational parenting significantly influenced self-directed learning readiness, with self-efficacy acting as a mediator. Among the factors examined, self-efficacy was found to have the greatest impact in explaining readiness for self-directed learning readiness.

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.

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–wake cycle diverged among age groups because the youngest participants (19–21 years old) and older participants (35–44 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’ needs and necessities.

This study investigated the extent to which demographic variables, principal support and teacher self-efficacy contribute to the collective teacher efficacy. In the study, a non-probability purposive sample was used, which included 761 teachers working in compulsory primary schools in all parts of the Republic of Croatia. The first part of the administered online questionnaire provided data on sociodemographic characteristics of the respondents, while in the second part, the following scales were used: The Principal Support Scale, The Teacher Sense of Teacher Efficacy Scale and The Collective Teacher Efficacy Scale. The results of the performed regression analyses show that: 1) the demographic variables - workplace, promotion to a higher rank and principal support have a predictive value in explaining teachers’ self-efficacy; 2) an average number of students per class, promotion to a higher rank, principal support, teacher engagement and teaching strategies have a predictive value in explaining collective teacher efficacy. The findings of this study will be discussed in terms of their potential impact and future research.

This study aims to analyse the relationship between critical thinking and the learning experience provided by instructors through active learning models, specifically Project-based Learning (PjBL) and Simulation-based Learning (SBL), to the potential achievement of academic performance in undergraduate students. The main analysis technique employed in this research was logistic regression, with additional analysis techniques including discriminant validity, EFA, as well as Kendall’s and Spearman’s correlation, serving as a robustness check. The results of this study indicate significant correlations and effects of critical thinking (CT) on academic performance. Higher levels of CT are associated with a greater likelihood of achieving academic excellence, as indicated by the cum laude distinction, compared to not attaining this distinction. Experiences of receiving PjBL (0.025; 6.816) and SBL (0.014; 14.35) predicted the potential for improving academic performance to reach cum laude recognition, relative to not achieving this distinction. Furthermore, other intercept factors need to be considered to achieve cum laude compared to not achieving cum laude. We recommend that policymakers in higher education, instructors, and others focus on enhancing critical thinking and utilizing both Pub and SBL as learning models to improve students’ academic performance.

The Attraction-Selection-Attrition (ASA) model is a prominent framework for supporting employee retention, stating that organisations attract, select, and retain people who share their values. However, the ASA model only extends to the end of the recruitment stage and lacks clarity on how to assist newcomers in the assimilation process when they first join the organisation. This research proposed a refinement of the ASA paradigm by incorporating the assimilation process of new hires into the new school culture and environment. This study employed a qualitative research approach by interviewing ten participants about the retention process from high teacher retention international schools in Malaysia. Thematic data analysis revealed a new paradigm, 'Attraction-Selection-Onboarding-Retention (ASOR), ' designed to increase teacher retention in international schools. The ASOR model could assist school administrators and human resource managers working in a related setting in properly engaging the workforce to increase teacher retention. This would benefit school sustainability, performance and the local community's economy.

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.

<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>

<p>&lt;p style=&quot;text-align:justify&quot;&gt;This study aims to explore the impact of outdoor education on senior elementary school students&amp;#39; perceptions of scientific literacy and learning motivation. 42 senior elementary school students (25 males, 17 females; average age = 11.6) were enrolled and divided into experimental (N = 21) and control (N = 21) groups. Participants were taught the same content about science for four weeks. The control group adopted traditional indoor teaching, whereas the experimental group adopted outdoor education. Before and after the course, each student completed the 23 items of scientific literacy and the 6 items of learning motivation scale. The results show that the experimental group had significantly higher perceptions of scientific literacy and learning motivation. The outdoor education teaching method has positive effects on the higher levels of awareness and creative development of students. These findings imply that outdoor education has a positive effect on improving students&amp;#39; perceptions of scientific literacy and learning motivation.&lt;/p&gt;</p>

This research attempts to map the trend of research related to differentiated instruction (DI). The research was conducted in May 2023 by researching research articles in the Scopus database. The search data from Scopus used title, abstract, and keyword searches. Research articles were analyzed descriptively based on year of publication, journal name, affiliation, country, and researcher name. The article database from Scopus was analyzed through VOSviewer and RStudio software so that a bibliometric map could be depicted in research related to DI. Based on the Scopus analysis results, it showed that publications of articles related to DI had increased from 2011 to 2021, although it decreased in 2016. The journal with the largest contributor to the publication of research articles related to DI was the Teaching and Teacher Education Journal. Vrije Universitiet Brusel was the university with the most published articles on DI. The country that contributed the most to the research articles related to DI was the United States. Struyven was the most productive scholar related to DI. Through network visualization, it was revealed that the evolution map of research related to DI was divided into five clusters.

Students’ mastery goal orientation tends to decline over the course of compulsory school, especially after the transition to lower secondary school. According to stage-environment fit theory, secondary school is less accommodating to students' needs, interests, and abilities than primary school. In consequence, the perceived person-environment fit declines as well. It is assumed that a strong sense of classroom community in primary school can counteract a potential decline in both of these important individual aspects. Using data from the Swiss longitudinal research project WiSel (“Wirkungen der Selektion”; “Effects of Tracking”), we conducted a latent growth curve model (LGCM) to examine the correlation between the development of students' mastery goal orientation and the development of their person-environment fit during the transition from primary school to lower secondary school. Perceived classroom community was assumed to benefit from these developments. The results show that both mastery goal orientation and person-environment fit decrease during the transition to lower secondary school. A strong sense of classroom community in fifth grade leads to a smaller decline in both constructs. Implications for educational practice are discussed.

Teaching is a demanding and complex exercise, exposed to the direct or immediate resolution of multiple problematic situations, whether pedagogical, relational, or socio-affective. The teacher's personal resources are often insufficient to cope with the profession's demands. The research reports that there is a gap between research and educational practice. Hence, the objective of this research was to analyze the criteria used by early childhood educators to attribute validity to the written sources of information that guide their pedagogical decisions. The present study follows a qualitative research methodology. The sample for this study was non-probabilistic and consisted of 18 early childhood educators who participated through semi-structured interviews and discussion groups. The data obtained were analyzed by inductive categorization using NVivo 14. The findings revealed that the validity criteria assigned by the educators about the sources of information related to theoretical aspects is mainly attributed to the texts and authors they know, while those referring to practical aspects are attributed to their own experiences or the other educators at the same level. The results showed that specific information and obtaining it in the shortest possible time were the criteria that determined the use of information sources.

Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative climate at the organizational level and strengthen collective innovativeness at the individual level to improve teachers' job satisfaction. Therefore, the study investigated whether collective innovativeness can be mediated by the school climate to enhance teacher job satisfaction. This study extensively examined survey data with a sample of 3,976 teachers in Shanghai through Structural Equation Modeling, obtained from Teaching and Learning International Survey (TALIS). The findings revealed that teachers' collective innovativeness served as a significant mediator between school climate and job satisfaction. Furthermore, higher levels of collective innovativeness among teachers amplified the influence of school climate on their job satisfaction. These findings show that schools should strive to foster a collaborative school climate and provide support for teachers in implementing innovative and collaborative teaching activities with the aim of enhancing their job satisfaction. Above all, efforts are needed to support teachers' active and cooperative practice capabilities in building teacher-student relationships.

This comprehensive systematic review delves into the increasing prevalence of integrating chatbots into language education. The general objective is to assess the current landscape of knowledge regarding chatbot utilisation and its influence on three crucial elements: students' skills, attitudes, and emotions. Additionally, the review seeks to scrutinise the advantages linked to incorporating chatbots in foreign language teaching, exploring their potential benefits while considering limitations and potential negative impacts on specific skills or user experiences. Consequently, this research offers valuable insights into the application of chatbots in foreign language education, shedding light on their potential advantages and areas that warrant further exploration and enhancement. The integration of chatbots in language learning, despite certain limitations, generally yields positive outcomes and enhances educational results in students' skills. Its characteristics can also influence a language learner's attitude, impacting factors such as motivation, interest, autonomy in learning, and engagement or even their sense of fun. Additionally, chatbots prove to be helpful in creating emotionally positive learning environments and can contribute to boosting students' self-esteem and self-confidence.

Digital competence entails the healthy, safe, and responsible use of digital technologies to take engage in society, to learn, work and to interact with. However, the use of digital devices is not exempt of risks. The objectives of this study were to analyze the mediating effect of fear of missing out (FoMO) on phubbing and nomophobia, and to explore the perception of the use of Internet-connected devices among 522 Spanish university students, with an average age of 27.11 years. The 80.8% are women and 68.2% study degrees related with Educational Sciences. A mixed-methods approach was used, combining bivariate correlation with structural equation modelling (SEM), and qualitative content analysis. SEM analysis revealed that FoMO had a significant effect on nomophobia and phubbing. Qualitative content analysis underlined that the time spent, problematic use, and sense of dependence were the main concerns for participants. It is emphasized that the plethora of ICT opportunities exposes individuals to risk contexts, necessitating media education to mitigate psychological and social consequences stemming from Internet risks.