The purpose of this study was to classify the active job behaviors of Generation Z (Gen Z, born after 1995) elementary school teachers and investigate relevant variables that significantly affect such a classification. A total of 375 Gen Z elementary school teachers who passed the National Elementary Teacher Qualification Test and had worked in elementary schools in South Korea participated in this study. The data collected identified the types of active job behaviors among Gen Z elementary school teachers using cross-tabulation through Latent Profile Analysis (LPA). A multinomial logistic regression analysis was conducted to identify the predictors that influence the types of active job behaviors of Gen Z elementary school teachers. The results were as follows: First, there are four types of active job behaviors of Gen Z elementary school teachers: Ideal, relational, non-participatory, and passive job performance types. Second, teacher efficacy, learning agility, organizational commitment, and principals’ transformational leadership influenced the types of active job behaviors of Gen Z elementary school teachers. The results offer insights into the human resource management of Gen Z elementary school teachers and have significant implications for improving the active job behavior of Gen Z elementary school teachers.

Interculturality, inclusion, and diversity are generally associated with bilingualism in countries with different socio-cultural identities, but rarely with school coexistence among students hailing from different backgrounds. The present systematic review is framed in a descriptive-qualitative approach since its main objective is to provide an account of the relationship between welcoming, school coexistence, and the integration and inclusion processes in schools in countries receiving foreign migrant families. For this purpose, Web of Science, SCOPUS, EBSCO, and SCiELO databases were searched using a reference chain, and according to search results, 26 empirical studies retrieved from those databases published between 2010 and 2020 were analyzed. The main findings indicate that the inclusion process is developed through the acculturation and disciplining devices of foreign children to the dominant national logic, which marks a hierarchical difference between nationalities. They also highlight the recognition of cultural diversity under the logic of folklorization and a vision that focuses on academic achievement rather than on the particularities that cultural diversity can contribute to social relations and learning within the school.

Education systems worldwide have been significantly disrupted due to the COVID-19 pandemic, creating an immediate need for a revamp of conventional teaching and learning techniques. To explore how this has affected the educational landscape, a scoping review was conducted. This scoping review aimed to examine the changes that occurred in the education field and to explore how it has transformed the educational landscape review. Using Arksey and O'Malley's methodology, 51 articles were selected for analysis from two leading databases: Scopus and Web of Science. All chosen articles were then subjected to thematic analysis. Three main aspects impacted by this global event were uncovered, which are technological advancements and digital transformation, changes in pedagogy and teaching methods, and mental health and well-being issues. This scoping review provides valuable insights into one of the most critical sectors affected by COVID-19, which can assist with planning future strategies for similar crises.

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.

Multicultural education is expected to improve the frameworks of educational institutions so that students from various ethnic, racial, cultural, and linguistic groups have equal academic accomplishment possibilities. It is essential for English as a foreign language (EFL) learners and teachers in Indonesia since English has its own culture. This research aims to comprehend the practices of multiliteracies in incorporating multicultural education in extensive reading classes. This investigation used a qualitative case study using observation and in-depth interviews to collect data from the lecturer. The results showed that the lecturer incorporated all aspects of multicultural education in multiliteracies practices using a novel. While generating cultural value from students’ life experiences, the researchers discovered content integration, knowledge scaffolding, equity pedagogy, bias degradation, and empowerment of school culture. Multiliteracies practices can serve as an innovative teaching technique to promote multicultural education. Additionally, EFL lecturers need multicultural learning materials to support this and to encourage students to think critically.

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.

Examining the academic locus of control, procrastination, and school satisfaction is crucial for understanding student well-being and educational outcomes. The purpose of this study was to explore the potential mediating role of academic procrastination in the association between academic locus of control and school satisfaction in a sample of adolescents (N = 628; X̄ = 13.30, SD = 1.74) residing in various regions of Azerbaijan. The results revealed that higher levels of internal locus of control were positively related to school satisfaction, while increased levels of external locus of control were negatively associated with school satisfaction. The analysis using structural equation modeling showed that school satisfaction was partially influenced by academic procrastination, which acted as a mediator in the relationship between internal locus of control and school satisfaction. Additionally, academic procrastination fully mediated the relationship between external locus of control and school satisfaction. These findings were further discussed in the context of existing literature, and recommendations were provided for future research in this area.

This study sought to examine the influence of transcription skills, evaluated using graphonomic measures, on the proficiency of text generation in students attending primary schools in Spain. A longitudinal design was employed involving 278 Spanish students distributed across three cohorts (cohort 1: 1st-2nd-4th grade; cohort 2: 2nd-3rd-5th grade; and cohort 3: 3rd-4th-6th grade). Two data collection points were used to administer the graphonomic measures, and a composition letter task was conducted at the conclusion of the study. Four multigroup structural equation models were employed, examining the direct pathways from graphonomic measures (i.e., pressure, speed, pauses, and road length) on text generation (i.e., length, fluency, planning, revision, and organization). The models demonstrated a good fit to the data. The findings from the four models, analyzed within the three cohorts, indicated that the significant effect of transcription (i.e., handwriting) on text production was primarily observed in Cohort 1 (early grades), while no significant effects were found in Cohort 2 (intermediate grades). This suggests that the importance of handwriting in text production in a transparent orthography may be more pronounced during the initial stages of writing development when students are acquiring foundational writing skills.

Increasing the number of entrepreneurs is not just a school task, it requires joint work between educational institutions and the community. Using structural equation modeling, this research aims to investigate the role of community in promoting entrepreneurial careers for students, by adding achievement motivation, entrepreneurial attitudes, and entrepreneurial intentions as predictor variables. The population of this research was high school students in urban areas, and the sample was taken based on convenience sampling, with a total of 300 students participating. Data were analyzed using EFA, CFA, and structural model evaluation using SPSS 24.0 and AMOS 24.0. The research results show that all hypotheses are accepted, meaning that community support influences students' entrepreneurial career choices, as do other predictor variables. This study can provide guidance for developing educational strategies and policies that support the development of young entrepreneurs in the future, through predictor variables.

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.

This study aims to explore the relationship between proactive behaviors, teaching performance, and organizational support among vocational college teachers. Based on the theory of organizational support, we conducted a survey of 373 teachers from four vocational colleges in Shanxi Province, using scales for proactive behaviors, organizational support, and teaching performance. The results indicate that: (a) There is a significant correlation between teachers' proactive behaviors and teaching performance; (b) There is a significant correlation between teachers' proactive behaviors and organizational support; (c) Organizational support plays a significant mediating role in the relationship between teachers' proactive behaviors and teaching performance. This study enriches the application of organizational support in vocational colleges, providing empirical evidence for improving teachers' proactive behaviors in higher education institutions, which could be useful for central or local education policy decision-makers and implementing units. Additionally, this model could be further applied beyond vocational education to other contexts or policies, demonstrating both theoretical and practical significance.

Teachers' classroom practice encompasses diverse facets of teacher behavior. Understanding teachers’ classroom practice is important as the literature has been well documented its association with student, teacher, and classroom outcomes. Positive teacher-student relationships and proper classroom management, both are important aspects of teachers’ classroom practices, have been empirically linked to increasing student academic performance and reducing problem behaviors. This study explored patterns of teacher classroom practices across teacher-student relationships and classroom management and validated them using a person-oriented approach, k-means clustering, on three sets of data with over 600 participants. Using indicators of classroom assessment scoring system (CLASS), three distinct teacher profiles were identified: supportive, intermediate, and detached. Supportive teachers demonstrated high levels of teacher-student relationships and classroom management, while detached teachers showed low levels of both. Intermediate teachers fell between these two groups. The study also compared these profiles based on teacher self-efficacy, work stress, and classroom climate. Supportive teachers had the highest classroom climate scores, followed by intermediate and detached. Work stress was comparable for intermediate and supportive teachers, but both were lower than detached. No group differences were found for self-efficacy. This study contributes to the understanding of teacher behaviors with students in the lower grades.

Mathematical modeling offers a promising approach to improving mathematics education. This study aims to determine if the concept of metacognitive awareness in the learning process is associated with mathematical modeling. This study also considers the interaction effect of sex and academic year level on both variables. Focusing the study on preservice elementary teachers might address potential issues and targeted intervention in their preparation program concerning their ability to teach and guide young learners in modeling activities. The research sample includes 140 preservice elementary teachers at Central Luzon State University, Philippines. Data collection used an adapted metacognitive awareness inventory and a validated researcher-made mathematical modeling competency test aligned with the K-12 mathematics curriculum in the Philippines. Results revealed that the preservice elementary teachers had a high metacognitive awareness and mathematical modeling competency, ranging from 22 to 31 out of 36 points. Besides, Factorial ANOVA indicates that academic year level positively affects both variables regardless of sex, and stepwise regression analysis unveiled that information management, declarative knowledge, and planning significantly predict 41.4% of the mathematical modeling competency variance. This suggests that developing metacognitive awareness supports preservice elementary teachers in performing modeling tasks that improve their competency level in mathematics.

In the context of Vietnam's primary schools undergoing a digital transformation, this research investigates the relationship between organizational culture (OC), digital capabilities (DC), and organizational readiness (OR) for change. This survey, which employs a quantitative methodology, includes 892 teachers and school managers from different elementary schools. Analyses were conducted using SPSS Statistics 26.0. The study shows a favorable relationship between digital skills and organizational readiness, suggesting that more digitally capable institutions are better equipped to handle change. Furthermore, a significant correlation exists between corporate culture, digital skills, and organizational readiness, indicating that schools with a creative and supportive culture are more prone to embrace digital change. These results advance knowledge of the variables affecting organizational change-readiness in Vietnam's primary school digital transformation. These results also have significant implications for educational policymakers, school administrators, and other stakeholders facilitating digital transformation in primary schools. By recognizing the benefits of digital capabilities and organizational culture for organizational change readiness, decision-makers can implement strategies to foster a supportive culture and enhance digital capabilities within educational institutions, ultimately leading to more successful and effective digital transformation initiatives.

This study is designed to illuminate the role of four key constructs—teacher-student relationships, peer networks, satisfaction with support services, and employability trust—in shaping the social capital within universities. Utilising a sample of 1902 working students derived from the Eurostudent VII survey data, this research applies both exploratory and confirmatory factor analysis to validate the proposed model. The findings indicate that all four constructs demonstrate statistically significant and positive associations with university social capital. Crucially, the measures of reliability and validity are within an acceptable range, lending credibility to the findings. The teacher-student relationship was found to be the most influential factor, highlighting its crucial value in the functioning of social capital inside universities. Along with providing a framework for future studies on the ever-changing nature of social capital in universities, the results highlight the significance of cultivating an interconnected academic community, which enriches the educational organisation as a whole.

This paper examines how peer mentoring strengthens teaching practices in Regular Basic Education considering the changes undertaken since the COVID-19 pandemics. Peer mentoring is an in-service teacher training strategy that includes mutual collaboration, learning and monitoring. In this systematic review, we retrieved 24 articles since 2020 from Scopus (8), Web of Science (8), Dialnet (5), Google Scholar (2) and SciELO (1) to find out about the benefits of peer mentoring. Our review was guided by the PRISMA criteria. We found that educational companionship has a positive impact on reducing knowledge gaps regarding new technologies through the exchange of experiences, promotes openness to criticism, as well as the interest in learning and unlearning, supporting learning self-regulation, and guarantees consultation, reflection, and agreement between members of the teaching communities. We conclude that peer mentoring fulfilled, to a large extent, its purpose of improving teacher performance as one of the keys to educational quality.

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 21st century marks a world where scientific, humanistic, technological, and societal issues are integrated. The complexity caused by the reciprocal effects among technology, engineering, cultural, and social values raises new ethical problems. This study addresses recent increased attention to the relationship between ethical awareness and engineering identity factors. Participants in this study were 246 undergraduate engineering students enrolled in a research university located in the northeast U.S. Bivariate correlation and ordinary least squares regression were conducted. Bivariate correlations showed that ethical awareness was positively correlated to engineering interest, engineering recognition, and engineering performance/competence, which are the three factors of engineering identity. The OLS regression showed the r2 value for the computed regression equation indicated that there was a non-zero relationship between the set of all independent variables (engineering identity factors, gender, ethnicity, years in school, and first-generation status) and the dependent (ethical awareness) and that the final set of independent variables accounted for approximately 22% of the variation in the dependent variable, Ethical Awareness. Undergraduate engineering education is a key to ensuring engineers will uphold the ethical values of the profession. This study contributes to the practical value of engineering ethics awareness by affirming that engineering identity is sound and should be applied in practice.

The computing and creative skills of students in Indonesia are still low since the government has not focused on student creativity and computational empowerment programs. This research aims to develop a science, technology, engineering, art, mathematics, and reflection (STEAMER) hybrid learning project model for teachers' creative and computational thinking abilities, as well as analyze elementary school teacher candidates' perceptions of the use of STEAMER hybrid learning model to improve teachers' creative and computational thinking abilities. This research is development research with an analysis, design, development, implementation, and evaluation (ADDIE) model. The instruments used in this study were questionnaires and interviews with experts, lecturers, and elementary school teacher candidates. The research was conducted at eight universities in Indonesia with a total sample of 100 elementary school teacher candidates. Through quantitative and qualitative data analysis, the research results have developed the STEAMER hybrid learning project model based on learning theory, syntax, social systems, support systems, and the instructional impact of learning models. The results of the validation show that the developed learning model is feasible in terms of model, material, media, and language experts. The model is suitable for elementary school teacher education. Furthermore, based on the perceptions of the teacher candidates, it is stated that the STEAMER hybrid learning project can develop the ability of the teacher candidates to think creatively and computationally.

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.