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.

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.

Pre-service science teachers need to be aware of eco-literacy and biotechnology as they will teach science subjects to students from the perspectives of 21st-century skills. This study aimed to develop a web-based module on biotechnology and examine preservice science teachers’ eco-literacy skills after using the developed module. The study used a research and development design adopting Molenda’s product development model (Analysis, Design, Development, Implementation, and Evaluation/ADDIE). There were 60 students majoring in science education as the research participants. The data were collected using a needs analysis questionnaire, a curriculum analysis form, a validation sheet, tests, and a response questionnaire. The obtained quantitative data were analyzed using IBM SPSS 25 with descriptive statistical tests with Swanson’s quantifications. Results showed that the web-based module on biotechnology could be developed through ADDIE stages with experts’ high validity results (M = 4.59, valid with revision). The module significantly improved the teachers’ eco-literacy skills on biotechnology topics (F = 14.053, p = .000, N = 60). This result implies that the web-based module on biotechnology can assist preservice science teachers in improving their eco-literacy skills.

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.

The objective of this research was to assess the efficacy of project-based learning in enhancing the analysis of student worksheets in the domains of Science, Technology, Engineering, Arts, and Mathematics (STEAM) with the integration of the ecoprint technique, focusing on its influence on student motivation and creativity. This investigation was conducted as a quasi-experiment involving a sample size of 150 students selected through cluster sampling. Data collection was executed using standardized tests, with instrument validity ascertained through the Aiken index and instrument reliability determined via Cronbach's alpha coefficient. Data analysis was performed using multivariate analysis (MANOVA) and descriptive quantitative methods. The study's findings reveal a significant disparity in the mean scores of both learning motivation and student creativity. In conclusion, the implementation of project-based learning coupled with STEAM-based student worksheet analysis utilizing the ecoprint technique yields a substantial enhancement in learning motivation and student creativity. These findings underscore the success of employing STEAM-based worksheets in conjunction with the ecoprint method to foster students' motivation and creativity, as ecoprint inherently encompasses all STEAM components within the manufacturing process.

The incorporation of Computer Science teaching in educational systems has increased in recent years. Given international interest, Chile has promoted projects to promote the development of students' digital skills. Focusing on this new educational context, this research reports the results regarding the identification of computational concepts and practices that can be articulated with the contents and skills of the curriculum. of Chilean mathematics. for first grade of primary school based on the use of the Bee-Bot robot. For this, the study followed a qualitative approach, developing a case study of the Chilean study program with the content analysis technique and using, as analysis categories, computational concepts and practices from the field of educational computing. In total, 30 learning objectives of the study program were analyzed. The results indicate that, although there is little articulation between computational concepts and first grade content proposed in the curriculum, there is greater articulation between computational practices and mathematical skills suggested in the Chilean curriculum. It is concluded that Computational Thinking can be developed from the earliest school levels using the Bee-Bot robot (or similar), and this is demonstrated by the structure of the Chilean primary mathematics curricular program.

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.

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.

Although research on ethnomathematics has been widely carried out, there is still little empirical evidence reporting the mapping and trends of ethnomathematical research in Scopus-indexed journals. The purpose of writing this article is to map trends in ethnomathematical research in Scopus-indexed journals in the range from 1986 to 2022. The fundamental tenet of ethnomathematics is to study, appreciate, and exclusively take into account the application of mathematics by ethnic groups. In other words, in understanding mathematics to look attractive, it is necessary to make a connection between everyday life and the realm of abstract mathematics. Scopus is a resource for further research, identifying scientific uniqueness and gaps. This study uses bibliometric analysis methods using VOSviewer, article searches using Publish or Perish (version 8), and SEforRA applications. Bibliometric research provides a reliable and impartial way to gauge the contribution of an article to knowledge advancement and is a tool that is often used to analyze trends and performance on certain subjects. These findings reveal an increasing trend in ethnomathematical research and identify some topics or keywords that could form the basis for additional studies. In conclusion, for future studies, bibliometric analysis will provide information and knowledge about the evolution of ethnomathematical research.

The main purpose of this study is to present the practice, opportunities, and challenges of fine art education activities in a prison setting. Prison is primarily a form of punishment, a place where prisoners are disempowered and excluded from the outside world. Art is, therefore, extremely useful as it empowers prisoners and brings them contentedness and relaxation. In this research, we present a case study of Hungary and Slovenia. Through meaningful fine art education support activities, we can impact the awareness of the personal situation of prisoners and empower them to cope with various emotional and social challenges. By systematically incorporating fine art concepts, diverse and user-friendly fine art techniques, and content that can engage users where emotional and social skills are identified, strengthened, and indirectly reinforced, it is easier and better to endure the daily challenges of the prison environment. The presented fine art activities in prisons show that it would be useful to think in the direction of systematic involvement of artist teachers or students of fine art education within practical training to create a stimulating environment that helps to strengthen the affective, psychomotor, and cognitive development of juvenile and adult prisoners.

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.

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.

There are studies in the learning management literature examining the measure of system usage, but few explore how users apply the software tools to achieve specific work tasks, which in turn leads to perceived benefits. In the context of distance education, this study focuses on how Learning Management Systems (LMS) are fully used by faculty for their instructional needs. It extends existing research on LMS adoption by investigating how faculty members or instructors use the LMS tools for effective class teaching to achieve educational outcomes. Four usage patterns were identified: communication, content management, assessment, and class management. A model is presented to examine how these usage patterns interplay to achieve the perceived benefits. Data were collected from 544 instructors using LMS, such as Blackboard Learn, etc. Structural equation modeling using LISREL was employed to assess the research model. The results suggest that the usage for communication, content, and assessment activities positively impacts the usage for class management. In turn, the usage for class management influences the net benefits perceived by the instructors, and the usage for content also impacts perceived net benefits directly. These results provide practical guidelines for LMS developers’ design improvements and institutions’ policies, such as training instructors to fully utilize LMS features to achieve the maximum benefits of distance education.

Teachers’ self-efficacy in classroom management is essential to their professional identity and teaching quality. While contextual factors shape these beliefs, the role of pre-service teachers’ perceptions of teacher education courses in influencing self-efficacy through their classroom management beliefs remains underexplored. This study expands self-efficacy theory by proposing an integrated model in which beliefs serve as both a mediator and a moderator between course perceptions and classroom management self-efficacy, particularly in inclusive classrooms. It builds on previous evidence that pre-service teachers’ beliefs about proactive strategies partially mediate the relationship between their course perceptions and capability beliefs in proactive management practices. This leads to the proposal of a moderated mediation model to explore a more nuanced relationship by investigating whether pre-service teachers’ punishment-oriented classroom management beliefs alter the strength and direction of this partial mediation effect. Data collected online from 480 pre-service teachers enrolled in State University and National Colleges of Education in Sri Lanka, which were used in the previous study, were analyzed using SmartPLS4 structural equation modeling. The findings indicate that punishment-based beliefs negatively moderated the indirect partial effect of pre-service teachers’ perceptions of classroom management training on their self-efficacy for inclusive classroom management, mediated by preventative beliefs. This positive indirect effect was significant only when reactive punishment-based beliefs were at low to moderate levels. These findings suggest that an overreliance on reactive strategies diminishes the beneficial influence of teacher education on self-efficacy in implementing preventive measures for inclusive classroom management. The results emphasize the importance of fostering proactive beliefs through targeted training within initial teacher education programs, supported by dedicated engagement from teacher educators and policymakers.