The objective of this study was to develop a measure that possesses both reliability and validity in order to evaluate innovative thinking within the realm of education. To achieve this, the instrument's validity and reliability were evaluated through quantitative methods in two distinct phases. A team of educational experts conducted the process of establishing content validity and ensuring that the items on the instrument accurately reflected the intended constructs of creative thinking. Following that, the assessment of concept validity was conducted using confirmatory factor analyses. The aforementioned investigations resulted in the discovery of a five-factor solution consisting of 25 elements, all of which demonstrated scores beyond the crucial threshold. This successful outcome confirmed the presence of distinct factors representing different dimensions of innovative thinking. The study enrolled 1250 students from vocational education institutions as participants. The data obtained from the participants was subjected to principal component analysis and confirmatory factor analysis, leading to the development of a model that exhibited a good match with the empirical data. This indicated the effectiveness of the developed instrument in measuring innovative thinking capacity. In conclusion, the research effectively developed an accurate and dependable tool for evaluating innovative thinking in the realm of education. The gathering of positive data from the participants and meticulous quantitative analyses were responsible for this.

This qualitative study explored the possibility of implementing the happy school model (HSM) in the context of Vietnamese higher education, with a focus on the socio-cultural perspectives of nine tertiary English as a foreign language (EFL) teachers at different career stages. Through semi-structured interviews, thematic analysis, and theoretical underpinning by constructivist paradigm and humanistic education theory, the study illuminated multifaceted insights. Key themes emerged, including aligning the HSM with holistic student development, recognizing challenges and potential benefits, balancing traditional Confucian values, and adapting the model to Vietnam’s unique socio-cultural and economic landscape. The findings provide valuable guidance for educational innovation in Vietnam, highlighting complexities of aligning a new educational paradigm with existing practices and cultural norms. While the study’s focus on a specific cultural context and limited participant pool presents certain limitations, the insights offer rich contributions to the broader global dialogue on education and human development. Future research directions and practical implications are also discussed, making this study a valuable resource for educators, policymakers, and researchers interested in the intersection of universal educational principles and specific cultural contexts like Vietnam.

The review article presents an analysis of the literature on environmental literacy in sustainable development. By utilizing techniques to examine multiple documents published between 2013 and 2023, including citation analysis, co-authorship analysis, subject area analysis, and keyword analysis, this study aims to provide valuable information and insights into the research landscape surrounding environmental literacy and its contribution to promoting sustainable development. A systematic search was conducted to gather several scientific articles, conference papers, and publications from the Scopus database from 2013 to 2023. The findings of this analysis shed light on authors, influential institutions, and active research groups that contributed to the study of environmental literacy and sustainable development. This comprehensive review offers an understanding of the state of research in this field while identifying areas for further exploration and research gaps. The insights gained from this study can be highly beneficial for researchers, policymakers, and practitioners seeking to advance knowledge and take action toward promoting literacy's role in sustainable development. This analysis is a foundation for advancing our understanding of literacy's significance while emphasizing its vital role in sustainable development efforts.

The role of artificial intelligence (AI) in education remains incompletely understood, demanding further evaluation and the creation of robust assessment tools. Despite previous attempts to measure AI's impact in education, existing studies have limitations. This research aimed to develop and validate an assessment instrument for gauging AI effects in higher education. Employing various analytical methods, including Exploratory Factor Analysis, Confirmatory Factor Analysis, and Rasch Analysis, the initial 70-item instrument covered seven constructs. Administered to 635 students at Nueva Ecija University of Science and Technology – Gabaldon campus, content validity was assessed using the Lawshe method. After eliminating 19 items through EFA and CFA, Rasch analysis confirmed the construct validity and led to the removal of three more items. The final 48-item instrument, categorized into learning experiences, academic performance, career guidance, motivation, self-reliance, social interactions, and AI dependency, emerged as a valid and reliable tool for assessing AI's impact on higher education, especially among college students.

This research concentrated on observing academic student teachers’ teamwork, especially its effectiveness and their attitudes to collaboration and transformation, as well as their reflective, written self-assessments in relation to teamwork. Teams have been studied widely, but these kinds of special contexts are rare. The target group was higher education teachers, the context was an introduction of a new pedagogical program, and the teams acted under the guidance of mentors and occasional lecturers. Besides the content analysis, the study method was a deep analysis of the essays. The most effective positive influencers proved to be social exchanges, including mentoring, peer support, input for learning and the experiences of wellbeing. Individual distrust of working methods in teams, and emotional suspicions of their self-efficacy in transformational settings emerged as latent factors, revealing mainly the difficulty of changing traditional mindsets. The analyses offered individual and community-wide opportunities to steer education in the future.

This paper explores information related to misconceptions and conceptual change during the last thirty years 1992-2022 to be used as a preliminary study in science education. This study used bibliometric analysis with the help of the Scopus database. This paper used a bibliometric analysis study with the Scopus database and the help of MS Excel, VosViewer, and Rpackage software to visualize the data obtained. The results of this research found that Indonesian researchers have contributed the most in terms of the number of documents published in Australia and the United States. Additionally, research on these two topics has decreased since 2019 due to the Covid-19 pandemic. In addition, these findings present trends in the areas of misconceptions and conceptual change that can be used as baseline data for future research. Studies related to misconceptions will continue to develop because they cannot be separated from the inside of education, whether at any level of elementary school, middle school, or college. This is an opportunity that must be taken advantage of by institutions and policies in an effort to improve and create quality of education, teacher resources, and students.

The transition to adulthood involves not only the acquisition of professional skills but also the development of social and emotional competencies that enable individuals to fully integrate into society. The educational program "We all are campus" of the University of Murcia focuses on preparing young people with intellectual disabilities for the ultimate goal of employment. In this study, 30 family members or guardians of people with intellectual disabilities (PcDI) participated and were consulted about their perceptions of this educational program. The research was conducted using a mixed qualitative methodology, adopting a case study approach. The main results indicate that the training received by the students improves aspects such as their interpersonal relationships and development. In addition, it is relevant to highlight that the family members emphasize an increase in maturity and the knowledge of the people with intellectual disabilities who attended the program "We all are campus". It is concluded that there are several aspects that are relevant to the families, among them, the optimism and support that their relatives need in the face of the uncertainty of their future.

The research on the pedagogical knowledge of teachers in technological education arises from the need to address the problem of pedagogical practices, which are traditional. The classes are at the graduate level, focusing on lecturing the student while the student remains with a passive attitude. It is believed that making explicit that teachers' pedagogical knowledge will allow reflection and awareness, thereby transforming pedagogical practices. Therefore, the objective is to understand the teachers’ constructions on pedagogical knowledge in technology programs in Plant Operations and Industrial Instrumentation of the Faculty of Engineering in order to reconstruct it theoretically, as well as identify its characteristics and trace action routes for teacher training. In this way, it allows education to be accessible to low-income and resource-poor populations, whose purpose is to strengthen the productivity and competitiveness of the economy through the training of human talent according to the needs of the working sector in a unique context. This research uses grounded theory as a methodological tool for data processing. In this sense, data collection procedures such as in-depth interviews were conducted with 16 teachers and seven of them were related to the industry. Whereas, 9 were linked to the teaching(educational) sector including elementary, high school and college level. The results showed differentiated, and socially constructed pedagogical knowledge that responds to teachers’ nature in a particular context. These results contribute to consolidate a broad vision about the pedagogical knowledge’s characteristics that the teacher builds.

This article is aimed at integrating the Technological Pedagogical Content Knowledge (TPACK) system with the Didactic Suitability Criteria (DSC) of the Didactic-Mathematical Knowledge and Competences (DMKC) system to improve the reflection of prospective mathematics teachers on online classes. Thirteen prospective teachers, divided into two subgroups, participated in a training cycle that addressed both models. Each participant used and created indicators of reflection of the assigned model to analyze an online class on functions, and subgroups exchanged reflections to examine the class from the other model’s perspective. It was noted that the DMKC model allows for a broad analysis of the class but has limitations in assessing technology and the teacher's technological knowledge, while TPACK’s emphasis is on technology and teacher knowledge but does not explicitly address mathematical interaction or affective aspects. It is concluded that combining the TPACK model and the DSC of the DMKC model can generate more complete tools to reflect on online math classes and consequently allow for a comprehensive evaluation that covers both the mathematical content and the technological and pedagogical skills of the teacher.

Certain demographics of students may prefer certain modalities, and certain demographics may achieve higher mean grades in some teaching modalities than others. This study used student-section data from five years of all the undergraduate courses at Kennesaw State University (KSU) from 2015 to 2019. This data set with individual student course outcomes included full student demographics and course types, including previous university grade point average (GPA), sex, age, ethnicity, course department, modality, etc. The study only used data from those instructors who taught hybrid sections, as well as in-person and online sections, to avoid the effect of instructor bias. Previous research found that instructors who taught hybrid sections gave higher grades for their online and F2F sections compared to those instructors who had not taught hybrid sections. The results showed that that hybrid-teaching instructors gave higher mean course grades for their hybrid sections than their online or F2F sections and higher mean course grades than non-hybrid teaching instructors in all modalities. This effect held for all demographics.

This study evaluates the effectiveness of a twelve-week Inquiry-Based Science (IBS) program on enhancing science process skills and scientific knowledge among preschool children in Morocco. Conducted in a quasi-experimental setting, it involved 105 children (M = 60.46 months, SD = 4.32), with 37 in the IBS group and 68 in the control group. The program utilized the 5Es instructional model and the Engineering Design Process (EDP) to engage children in active, hands-on learning experiences. Statistical analysis demonstrated that the IBS group achieved substantial improvements in both science process skills and scientific knowledge relative to the control group, with between-group effect sizes (Cohen’s d) ranging from 1.02 and 2.31. These findings highlight the significant impact of structured inquiry-based approaches in early childhood education. The study underscores the need for integrating such methods into the preschool curriculum to foster scientific understanding and skills from a young age, thereby better preparing Moroccan children for future academic and professional challenges. The results advocate for educational stakeholders to consider adopting inquiry-based learning frameworks to enhance the overall quality of early childhood education in Morocco.

Since the 1990s, there has been a global trend in the search for quality in school systems that have materialized in the educational policies of the most developed countries. This article analyzes the treatment given to the concept of quality in the educational reforms approved in the last fifty years in Spain. The objectives of this study were: (a) to analyze the presence and recurrence of the term ‘quality’ in each of the laws and (b) to identify the factors associated with quality in these laws. To respond to these objectives, a bibliographic study was carried out using a content analysis approach to the texts of the different laws, as well as a review of the existing literature on the subject in question. It was, therefore, an eminently qualitative research approach. Among the findings found, it is worth highlighting the high presence of the term ‘quality’ in the legislative texts analyzed since the beginning of the new millennium, as well as a continuity in the educational reforms of evaluation policies of the educational system in coherence with the demands produced by supranational organizations at a global level.

The study investigated the effects of utilising English as the primary teaching language on the academic development of Grade 4 (Gr4) learners, specifically focusing on the Life and Living (L&L) component of Natural Sciences (NS). Gr4 learners commonly transition to English as the Language of Learning and Teaching (LoLT), relegating native languages such as Sesotho to mere study subjects. This shift often results in comprehension and retention challenges, hindering students' academic achievements. By employing a quasi-experimental research design, the study used a purposefully selected sample of 80 Gr4 students from two primary schools. The control group (45 learners) received English instruction from Grade R to Grade 7, while the experimental group (35 learners) switched from Sesotho to English in Gr4. Both groups underwent pre-tests and post-tests, revealing statistically significant differences favouring the experimental group. These findings support the research hypothesis that introducing English as the LoLT as early as Grade R has a significant impact on learners' performance, particularly in NS. It is recommended that English be adopted as a medium of instruction for NS, as this better prepares students for future academic challenges.

The concept of sustainability in visual arts education is a relatively new way of looking at content. Therefore, it is important that the contents of sustainability are systematically integrated into the educational process at all levels of education. In this research, special attention was paid to the specifics of understanding the complexity of the term “sustainability" of pre-service teachers who come from a different educational background and who will also carry out visual arts activities with different aged students in their future work. A free association method with online interviews and artwork analysis was used in this study, with 5 female pre-service teachers from four different European countries. The study revealed that pre-service teachers recognize examples of good practice in architecture, the cultural landscape, and various other visual arts messages - they know what good sustainable practice in the environment and the arts is and what is not. However, they show less understanding of the specifics of materials as carriers of material cultural heritage or of the artworks themselves, as well as of contemporary artistic practices that emphasize themes related to sustainable issues or development. It can be concluded that further interdisciplinary approaches should be used in reaching sustainability goals in visual arts education and wider.

Formal publications in the area of educational leadership and management (EDLM) can be traced back more than a century. The 1950s saw the emergence of reviews of these EDLM works. Unfortunately, these reviews were limited because they were not systematic. Sometime after the establishment of the Campbell Collaboration as the standard for systematic reviews in the social sciences in 2000, scholars began conducting systematic reviews of the EDLM literature, including the African EDLM literature. However, little is known about the quality of this latter corpus of systematic reviews. Therefore, in this article, a systematic review of systematic reviews — a meta-systematic review — was conducted on the African EDLM literature. This meta-systematic review revealed 42 systematic reviews. The quality of these reviews was assessed using Hallinger’s analytical rubric for conducting systematic reviews, which led to the identification of strengths and weaknesses of these reviews, as well as a set of exemplary reviews. These findings offer actionable insights for policymakers and practitioners by highlighting the need for targeted training and resources to improve systematic reviews' conceptual, methodological, and reporting quality, thereby enhancing their utility for evidence-based decision-making and educational policy development.

This article investigates the adoption, simplification, and usage recommendations of the Indonesian Index of Learning Style Short Form (ILS-SF). The aim is to refine the initial Indonesian ILS, compare the suitability between engineering/non-engineering and high school/university, and assess their learning styles. The participants were 678 students (413 females), with an average age of 19.4±1.92 years. The methods used in this study were adopting the existing Indonesian version of ILS, simplifying–reducing the number of items, empirical verification (validity and reliability), and Indonesia data assessment. The results show that the original ILS could be simplified without sacrificing the quality of the model. On the contrary, validity and reliability measures have increased. Confirmatory Factor Analysis (CFA) supports a reduction from 44 to 15 items. It confirms the validity with favorable indices such as CFI (0.972), TLI (0.966), RMSEA (0.021), SRMR (0.049), and GFI (0.999)—Active-Reflective Cronbach's alpha at 0.507, Sensing-Intuitive at 0.590, and Visual-Verbal at 0.553. Indonesian ILS-SF is faster, simpler, more suitable for engineering than non-engineering, and more ideal for undergraduate than high school students. The analysis revealed that sensory (40.2%), active (18%), and visual (10.2%) preferences dominate among Indonesian students. This study highlights assessment tools tailored to diverse educational contexts.

The process e-portfolio is a type of e-portfolio that helps students construct knowledge and familiarise themselves with their learning process through self-and peer assessment. Lecturers and students experienced difficulties when using the e-portfolio because Mahara 2019 was not updated. This qualitative research study proposes how lecturers should design e-portfolios for learning through formative assessment activities. Interpretivism was the researcher's standpoint, aiming to interpret how the study participants used e-portfolios for teaching and learning through formative assessment activities. This exploratory case study used semi-structured interviews and an e-portfolio checklist for data collection. It explored the use of the e-portfolio for formative assessment through the experiences of ten purposefully sampled lecturers. The findings suggest that an e-portfolio facilitates teaching and learning in open distance e-learning because it enables online delivery of the content and administering of assessments that afford students' learning of the module content through completing formative assessment activities. The e-portfolio facilitates co-teaching and co-learning because students become knowledge creators and active users instead of passive learners. This study recommends the use of process e-portfolios to facilitate assessment and learning in open-distance e-learning institutions.

The objective of this study is to analyze secondary school students' conceptual understanding of integer addition and subtraction. To achieve this, a test based on the multidimensional assessment approach Skills, Properties, Uses, and Representations (SPUR) was administered to 34 secondary school students selected through convenience sampling at a secondary school in Puebla, Mexico. The study employs a qualitative research methodology at a descriptive depth level. The analysis of student responses utilized basic descriptive statistics and the qualitative content analysis technique. Significant differences were found in the accuracy levels across the SPUR dimensions: skills (51.8%), properties (41.9%), uses (60.8%), and representations (20.6%). Students with a solid conceptual understanding of integer addition and subtraction demonstrated high accuracy levels in at least three dimensions. The main difficulties identified were the use of the negative sign and challenges in adding two negative integers. The SPUR approach is a viable alternative for multidimensionally analyzing and assessing conceptual understanding of integer addition and subtraction.

Developing efficient and reliable tools for assessing early mathematical skills remains a critical priority in educational research. This study aimed to develop and validate a brief version of the Prueba Uruguaya de Matemática (Uruguayan Mathematics Test, PUMa), a digital tool to assess mathematical abilities in children aged 5 to 6. The original test included 144 items covering both symbolic (66%) and non-symbolic (34%) tasks, such as approximate number system, counting, numerical ordering (forward and backward), math fluency, composition and decomposition of numbers, and transcoding auditory-verbal stimuli into Arabic-visual symbols. Unlike most existing tools that require individual administration by trained professionals and lack cultural adaptation for Latin American contexts, PUMa is self-administered, culturally grounded, and suitable for large-scale assessments using tablets. Using a sample of 443 participants and applying parametric and non-parametric models within the framework of Item Response Theory (IRT), along with correlations with TEMA-3, preliminary evidence was generated showing that the brief version retained precision and validity. The resulting shortened tests included 69 and 73 items for the parametric and non-parametric versions, yielding a balanced representation of symbolic (56%) and non-symbolic (44%) tasks. Despite item reduction, ability scores remained highly correlated between original and brief versions (r > .90), and both brief versions demonstrated strong internal consistency (α = .94). PUMa improves upon existing assessments by combining cultural relevance, group-based digital administration, and real-time data collection, offering a scalable solution for early identification and intervention. These features support personalized educational strategies that foster cognitive and academic development from the earliest stages.

This study delved into Terry Borton’s reflective model and 7E instructional model to produce comprehensive and guided tools that fit as observation and reflective tools for enhancing learners’ engagement and outcomes in Mathematics lessons. The aim was to gather insights that can inform strategies to adapt Borton’s model to produce tools to be used to observe and analyse 7E model-based Mathematics lessons to contribute to improved student outcomes. Literature information was used to explore, analyse, and synthesise the study’s related existing theories and models to provide a deeper understanding of constraints and prompt question descriptors to produce 21st-century tools to observe and reflect on a Mathematics lesson. After comparing different prompt question descriptors from different literature and Borton’s model, concise descriptors were retained for educational purposes to be analysed, considering the 7E model phases, to produce the guided tools. As a result, two products. “Classroom Observation-Guided Tool”, which includes a guided tool table with a last column for the observer to write comments during class. This column is used to identify gaps in student engagement and learning practices across the 7E phases, which may have been misused. The “Post-Lesson Discussion Guided Tool”, to make a positive post-lesson discussion session, enabling teachers to identify areas for improvement in student engagement to achieve better outcomes next time. Other researchers can study the applicability of 21st-century observation and reflection-guided tools to other subjects, exploring their long-term impact on teacher professional development to improve overall student achievement across all school subjects.