The purpose of this paper is to investigate how higher secondary music school students experience teaching, programs, and educational processes in music schools, which are the shortcomings and what are the suggestions for improving the system. The results show high satisfaction with attending music school related to the purpose of future professional orientation. Students see improvements in choosing more modern teaching topics, greater connection with practice, more time for student creativity, and work on improving teachers’ pedagogical skills. The results of this research could be used to accelerate the introduction of curriculum teaching and the National Curriculum for Art Education as a relevant document in music schools in the Republic of Croatia. Also, regardless of the inertia of the educational system, teachers can plan their teaching according to these results that will reconcile their ideas, methodological and didactic laws, and student expectations to contribute to greater motivation of their students.

This study investigated college students’ career maturity as a mediator of the effect of professional identity on academic achievement. The researchers developed a structural equation model and a research hypothesis using the Chinese college students’ professional identity scale, career maturity scale, and academic achievement scale. After experts’ revision and confirmatory analysis, the 3 scales had sufficient reliability, validity, and fit. The researchers distributed electronic questionnaires to students in 4 universities in Jilin Province, China, and participants responded using 5-point Likert-type scales. The researchers collected 1,104 valid questionnaires. According to the analysis, college students’ professional identity is a positive predictor of their academic achievement, and career maturity partially mediates the influence of professional identity on academic achievement. Therefore, improving Chinese college students’ professional identity may improve their academic achievement, and professional identity can have a positive effect on academic achievement through career maturity. University administrators and teachers should enhance the career maturity of college students and promote their professional development.

This research aims to prove the influence of teacher efficacy on learning quality with quantitative meta-analysis. The eligibility criteria in this study include: (a) The publication can be searched in Google Scholar, ERIC, DOAJ, Research Gate, and or ScienceDirect; (b) The publication is indexed in Scopus, WoS, SINTA (a portal indexing journal managed by the Ministry of Education and Culture of the Republic of Indonesia, equivalent to DOAJ and Index Copernicus), DOAJ, Index Copernicus, and at least they must be indexed in Google Scholar; (c) The topic of the studies must be relevant; (d) The studies must be carried out in the 2014-2023 year range; (e) The publication must have a value of (r), (t) or (F); (f) The studies have a magnitude of N ≥ 20. This study used the JASP application for data analysis. The results showed that: (a) the 40 studies analyzed were heterogeneous and normally distributed; (b) the influence of teacher efficacy on education quality is classified as strong (p < 0.05; rRE = 0.800); (c) publication bias was not detected. This study concluded that teacher efficacy has a strong influence on education quality.

We propose a plan to facilitate the development of backward constituent skills within a complex learning process through the manipulation of emphasis sequencing. To achieve this, we utilized perceptual offloading cues as supportive information in emphasis sequencing, taking into consideration principles of information processing and cognitive loads. We examined changes in cognitive loads (intrinsic load, extraneous load, and germane load) as the complexity of each component increased. Our sample included 56 college students from Gyeonggi-do province who were tasked with completing a series of progressively complex PowerPoint functions, focusing on the acquisition of constituent skills. The experiments were conducted over five sessions, with cognitive load measurements taken after the fourth session was concluded. Learning transfer was evaluated by collecting and assessing the students' work at the end of the fifth session. The results demonstrated significant effects of emphasis manipulation sequencing in reducing cognitive load and facilitating the learning transfer process. The use of offloaded perceptual cues in this manner proved to be an effective strategy for enhancing the development of constituent skills learned through emphasis manipulation sequencing, while effectively managing and minimizing cognitive load in complex learning scenarios.

Based on institutional theory, this study explores the causal relationship between teacher professional identity, perceived institutional norms, and teachers’ conformity behavior in colleges and universities in Hunan Province. A questionnaire survey was conducted on 500 teachers from two universities in Hunan Province. The reliability and validity test results and structural equation modeling analysis show that the professional identity of college teachers positively affects their conformity behavior, and that perceived institutional norms partially mediate the relationship between teacher professional identity and teacher conformity behavior. The research enriches the application of institutional theory in university organization and provides an empirical basis for universities to improve teachers’ conformity behavior.

This study investigated the influence of CThink4CS² Module on computational thinking (CT) skills of form four chemistry students. The CThink4CS² Module integrated CT with the Engineering Design Process (EDP) in chemistry class. This study utilized quantitative research methods and quasi-experimental design. Quantitative data were collected using the Computational Thinking Skill Test (CTST) which consisted of algorithmic reasoning, abstraction, decomposition, and pattern recognition constructs. A total of 73 students were in the treatment group (n=39) and control group (n=34). Experimental data were described by means of descriptive analysis and inferential analysis employing two-way MANOVA analysis. The results of the analysis indicated significant differences in CT skills between groups; students in the treatment group demonstrated better results compared to those in the control group. The paper provides insight into the integration of CT and EDP as effective pedagogical strategies for inculcating CT skills.

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.

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.

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 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.

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.

This scoping review comprehensively explores how artificial intelligence (AI) is being incorporated into accounting education, examining the evolving educational setting and its potentially transformative impact on the development of future accounting professionals. Following the Arksey and O'Malley (2005) methodology and PRISMA-ScR guidelines (Tricco et al., 2018), this review synthesizes systematically a diverse set of academic literature to determine major trends, new opportunities, and long-standing challenges of integrating AI into accounting pedagogical practices. Key findings demonstrate AI's transformative potential in enhancing student engagement, fostering deeper learning, aligning educational curricula with contemporary industry demands, and improving teaching efficiency through innovative tools and techniques. However, substantial challenges persist, including faculty preparedness, the complexity of curriculum redesign, resistance to change, and critical ethical considerations surrounding the use of AI in education. These findings emphasize the multifaceted nature of integrating AI into accounting pedagogy. The review emphasizes the need for cooperation between academia, industry practitioners, and policymakers to develop adaptive, forward-thinking pedagogical strategies and establish robust ethical frameworks. These efforts are essential to improve learners with the skills and competencies required to thrive in a dynamic, technology-driven professional environment.

In primary and middle schools in China, banzhuren is the teacher responsible for managing and overseeing a specific class of students. The lower job satisfaction of banzhurens has been a longstanding issue. This study employs a quantitative method to investigate the impact of banzhurens' self-efficacy and burnout on their job satisfaction. A total of 624 primary school banzhurens from G City (in Henan province, China) participated in an online survey assessing their perceived job satisfaction, self-efficacy, and burnout. The data were analysed using structural equation modelling analysis. The results revealed that (a) banzhurens' burnout negatively influenced their self-efficacy and job satisfaction; (b) banzhurens' job satisfaction was positively influenced by self-efficacy; (c) banzhurens' self-efficacy could mediate the adverse effects of burnout on job satisfaction. Therefore, we suggest that banzhurens' job satisfaction can be enhanced by increasing their self-efficacy, particularly in terms of communication with leaders, and by reducing their burnout.

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.

Students are among the most vulnerable populations during periods of crisis, including war, economic collapse, and pandemics. These events extend beyond academic disruption, significantly affecting students' emotional and social well-being. Mental health challenges such as anxiety, depression, and behavioural changes are commonly reported, particularly among youth living in conflict-affected areas or economically disadvantaged households. This review examines the consequences of crises on school-aged students across both local and global contexts. A structured search strategy was employed to retrieve peer-reviewed articles published between 2005 and 2024 from databases including PubMed, ERIC, Scopus, and Google Scholar. The selected studies were thematically categorized into three primary domains: pandemics, economic hardship, and war-related trauma. The review emphasizes the identification of common psychological outcomes, contributing factors, and resilience strategies implemented at the school and community levels. The findings highlight the urgent need for early interventions, trauma-informed pedagogical approaches, mental health support programs, coping strategies, and emotional regulation skills. By examining the interplay between crisis-induced stress and student support mechanisms, this review seeks to inform educators, policymakers, and practitioners in their efforts to foster resilience and promote academic recovery.

Academic studies are an important stage in the development of professional identity and perceptions regarding a person’s future occupation. This study examined the relationships between experiences during college studies and professional identity and motivation to work in the studied field among female undergraduates from the Ultra-Orthodox sector. The study employed a cross-sectional survey design with a sample of 93 participants, who were all studying for B.A. degrees on an Ultra-Orthodox college campus. At the end of the 2023 academic year, participants completed anonymous, self-report questionnaires about their attitudes toward academic studies, professional identity, and motivation to work. The data from the questionnaires were analyzed using t-tests, ANOVA, correlation analyses, and multiple regression. The findings revealed significant, positive relationships between satisfaction with one’s studies and professional identity and between professional identity and motivation to work in one’s field of study. Contrary to what had been hypothesized, no relationship was found between the students’ satisfaction with their studies and their motivation to work in their field of study. In addition, the professional identity of students in the later years of their programs was no stronger than that of first-year students. This indicates that perceptions of one’s college studies are not directly related to occupation or motivation for work. The findings show that the year in one’s study program did not affect work motivation, suggesting that the link between academic experience and occupation is weak. In addition, the fact that professional identity did not act as a mediating factor in the examined model suggests that professional identity may develop before individuals begin their college studies.

University teaching staff are increasingly engaged in innovative sustainability-related initiatives aimed at improving teaching-learning processes while fostering their own academic development. However, the literature has only tentatively explored the impact of this participation on academic development. This work, therefore, aims to analyse the dimensions of the sustainability-oriented learning environment known as Ocean i3 that influence the academic development of university teaching staff. It is based on a case study approach that enables an in-depth and contextualised analysis of this complex phenomenon in a real-world setting. Interviews and a focus group were used as data-collection instruments while inductive content analysis guided the interpretation and discussion of the findings. The results suggest that the complexity of the educational choreography—including project design, institutional context, the teaching team, and the active involvement of staff and students— plays a key role in the academic development of university teaching staff. The study concludes that these dimensions should be strengthened in innovative sustainability-oriented learning environments in order to promote teachers’ academic development. 

This qualitative study examines how leadership and organizational dynamics cultivate lecturers’ readiness for change in higher education. Drawing on transformational leadership theory, it explores the interconnected influence of leadership style, organizational culture, and perceived organizational support on 20 English-language lecturers in an Israeli college that has recently faced multiple overlapping changes: the national transition to CEFR-aligned instruction, the shift to online teaching during the COVID-19 pandemic, and the institutional and emotional disruptions caused by wartime conditions. Interview transcripts were analyzed using a thematic content-analysis approach. Findings reveal that lecturers’ openness to reform was strengthened by leadership characterized by competence, emotional intelligence, and accessibility; by a communicative and developmental organizational culture; and by perceived institutional care and support. Together, these dimensions fostered a sense of secure attachment to the organization-an underexplored relational mechanism linking leadership and readiness for change. The study contributes to leadership theory by proposing that Attachment Theory offers a valuable interpretive lens for understanding how relational trust and emotional security may support adaptive capacity in educational institutions. Implications are discussed for leaders seeking to sustain reform during crisis and instability through relational, emotionally attuned leadership practices.  

School calendar decisions in rural districts are shaped by staffing challenges, financial pressures, and community needs, yet research on the four-day school week (4DSW) has focused primarily on student achievement. This cross-sectional study used parallel surveys of Missouri principals—94 in 4DSW districts and 70 in five-day school week (5DSW) districts, to examine principals’ self-reported perceptions of schedule-related motivations, professional time use, and stakeholder satisfaction. In Missouri, 192 of the state’s 516 public school districts—about 37%, almost all of them rural, operated on a four-day calendar in 2026–2027, up from 34 in 2018–2019. Mann–Whitney U analyses indicated that principals in 4DSW districts more often rated teacher recruitment and retention, operating costs, and family scheduling as important considerations, whereas principals in 5DSW districts placed greater emphasis on student recruitment and academic performance; several of these differences were attenuated after correction for multiple comparisons. Principals in 4DSW districts also reported more weekly time devoted to professional development, planning, and mentoring, with the fifth day frequently used for adult collaboration. No statistically significant differences were detected between groups in the proportion of principals reporting any weekly time for services to English Learners, gifted and talented students, or students receiving special education. Principals in 4DSW districts reported consistently high perceived satisfaction with the schedule. Because the design is cross-sectional and all measures reflect principal reports, the findings describe associations rather than effects of the calendar. The results suggest that rural districts often view the 4DSW through a broader organizational and workforce lens than achievement-focused research typically reflects.