<p style="text-align:justify">This study aimed to assess the geometric knowledge of student teachers from a university in the Eastern Cape province of South Africa. The study used a sample of 225 first-year student teachers who completed school mathematics baseline assessments on a computer- aided mathematics instruction (CAMI) software. The study adopted a descriptive cross-sectional research design, using quantitative data to measure student teachers&rsquo; geometry achievement level, and qualitative data to explain the challenges encountered. The results show that student teachers exhibited a low level of understanding of school-level geometry. The low achievement levels were linked to various factors, such as insufficient grasp of geometry concepts in their secondary school education, difficulty in remembering what was done years ago, low self-confidence, and lack of Information and Communications Technology (ICT) skills along with the limited time for the baseline tests. These results suggest that appropriate measures should be taken to ensure that student teachers acquire the necessary subject-matter knowledge to teach effectively in their future classrooms.</p>

Mathematics test items in International Large-Scale Assessments (ILSAs) such as the Programme of International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) are nested in contexts defined in their assessment framework (e.g., the Personal, Occupational, Societal, and Scientific contexts in PISA). This study followed the item-writing activities of four tertiary mathematics instructors in the Philippines as they constructed context-based mathematics items. They were tasked to write four items each, following a set of specifications for PISA content and context categories. The data consisted of transcripts from the focus-group discussion which was conducted days after the task. The transcripts were then analyzed using thematic analysis. The results of this study showed that the phenomenon of item-writing in the context of writing PISA-like mathematics items had two themes: the phases of item-writing and the dimensions of item-writing. Findings showed that the respondents struggled to find realistic contexts and that they engaged in a problem-solving task likened to solving a puzzle as they attempted to satisfy the content, context, and process categories in the table of specifications (TOS). This study contributes to filling in the research gap on item-writing activities, particularly those of mathematics teachers in the Philippines- a country whose recent mathematical performance in the PISA 2018, TIMSS 2019, and PISA 2022 was nothing short of dismal.

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.

This qualitative study investigates the strategies employed by Vietnamese tertiary-level English as a Foreign Language (EFL) teachers to promote learner autonomy (LA) and enhance cultural awareness. This research provides a deeper understanding of EFL teaching practices in this setting, conducted in the context of Vietnam’s evolving educational landscape, where English proficiency and cultural competence are increasingly prioritized. The study utilized semi-structured interviews with nine EFL teachers from two different Vietnamese tertiary institutions, representing various career stages: novice, mid-career, and near-end career. Thematic analysis was employed to analyze the data, revealing a range of strategies encompassing collaborative learning, technology integration, personalized feedback, real-life scenarios and role-play, reflective learning practices, local culture incorporation, contextualized language instruction, critical thinking, and cultural analysis, student-centered environments, interdisciplinary approaches, language skills for intercultural communication, and authentic material use. Findings highlight the multifaceted nature of language teaching, emphasizing not just linguistic competence but also cultural understanding and LA. These strategies are crucial in a globalized world where intercultural communication is a key skill. The study suggests the need for continuous professional development and policy support for diverse and holistic teaching practices. It offers practical insights for EFL educators, particularly in similar socio-cultural contexts, on integrating various strategies to enhance language skills and cultural awareness.

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.

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.