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.

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.

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.

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.

Information and Communication Technology (ICT) brings modern learning approaches, forms and methods to education, and with them new opportunities for learning and teaching. The use of ICT in the classroom motivates students, enables them to participate, provides individualisation and differentiation, interactivity, and encourages creativity and critical thinking. Teachers play a very important role in this, as they are the ones who can provide students with a stimulating learning environment, including through the use of ICT. As Slovene (first language) is the subject with the most teaching hours in public primary schools in the Republic of Slovenia, we conducted an empirical study on the views of general and subject teachers of Slovene (N = 190) on the integration of information and communication technology in teaching. Teachers’ opinions were investigated through quantitative research. We found that teachers frequently use ICT in Slovene lessons, namely for repeating and consolidating learning material and for presenting new learning material, and that ICT is used most often in frontal forms of learning. Teachers mostly use LCD projectors, computers, interactive whiteboards, e-workbooks, audio recordings and videos. We also found that teachers are moderately satisfied with the available ICT equipment and e-materials, and that they feel moderately competent when it comes to using ICT in Slovene lessons. Teachers also used ICT during the COVID-19 epidemic. We also found that there are no statistically significant differences in the use of ICT between teachers teaching Slovene according to their teaching level, age and years of service.

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 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.

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 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.

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 global COVID-19 pandemic has changed human lives in myriad ways and one of its impacts has been the significant transition to distance learning that has occurred at all levels of education around the world. In this emerging system, teachers and parents have proved ill-equipped for the sudden changes involved, and a number of critical difficulties and issues pertaining to increased parental involvement have been exposed. Parents have been called upon to engage more effectively with the education of their children and to support them in various types and levels of distance learning. Parents have always formed a critical link between children and schools; however, alongside teachers, they have recently been required to assume new and unfamiliar roles and responsibilities, working together within an online educational environment. This study investigates the extent to which the transition to distance learning has affected the partnership between schools and families of students with disabilities. A qualitative research approach has been adopted, using semi-structured interviews with special education teachers. The findings are predominantly positive, with teachers believing that distance learning creates opportunities for developing stronger connections between schools and families, enabling more personalised communication, greater capacity and confidence within families, as well as opportunities for enhancing connections with the wider community.

In today's uncertain world events, it is necessary to promote volunteering from early education. Therefore, it is important and necessary to introduce such extracurricular activities from the first grade of primary school. In the Republic of Croatia, there are various humanitarian organizations that gladly accept any kind of help. Therefore, we need to find teachers who will use their influence to motivate children for humanitarian action and make them aware of the importance of empathy and helping others on a daily basis. This study shows the activities of first-graders to fourth-graders of primary school in the Republic of Croatia. The school curricula in 21 Croatian counties were randomly analysed, and the results are represented in this study. The results show that teachers who organize volunteer activities for their students have a greater level of agreement with the statements that a positive attitude of teachers about volunteering encourages volunteer activities in school. It also helps to enrich the school prevention program by establishing a volunteer club within the school, where volunteering should be encouraged in the classroom class. Volunteering should be encouraged at the school's Student Council, and volunteering should be planned in the school curriculum for participants who do not organize volunteer activities for their students. It can be concluded that teachers have positive attitudes about volunteering within the school. However, participants show significant differences in attitudes regarding gender and personal experience of volunteering.

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.

This study examines the impact of digital tools on fraction comprehension among 5th-grade students with learning difficulties in mathematics. It assesses the effectiveness of three teaching methods: educational software, video tutorials, and their combination. The research involved 252 students from 8 state-funded elementary schools, employing a quantitative experimental design with pre- and post-test assessments. Grounded in Constructivist Learning Theory and Technological Pedagogical Content Knowledge (TPACK), this research explored how technology can enhance mathematical understanding. Results indicated that the combined method achieved the highest improvement (58%, p < .001, Cohen’s d = 3.03), significantly outperforming educational software alone (33%, p = .015, Cohen’s d = 2.52) and video tutorials alone (7%, p = .987, Cohen’s d = 0.14). These findings highlight the substantial benefits of integrating diverse digital tools to effectively support mathematics learning among students facing additional educational challenges.

In recent decades, the work of teachers has been carried out in classrooms characterised by a high degree of diversity, necessitating the provision of pedagogical responses that promote the inclusion of students. This article is derived from the research, development and innovation (R+D+I) project 'Intergenerational Professional Development in Education Implications for the Professional Initiation of Teachers (DePrInED) and aims to analyse how teachers at compulsory education recognise, characterise and conceptualise the diversity and needs of students. A mixed methodological approach was employed, with information collected through focus groups and interviews with a total sample of 147 teachers from different educational levels (young, senior and retired). Thematic analysis, combined with a comparative analysis, was employed to analyse the data using ATLAS.ti software. The main categories analysed dealt with students' needs and their own diversity. The study's primary findings suggest that, in comparison to their retired counterparts, both young and veteran teachers make greater reference to the diversity and needs of students, and emphasise the scarcity of resources and support to effectively address the diversity of students in the classroom. Experienced teachers are found to make more frequent references to diversity and students' needs, while retired teachers make these references less often. This finding assumes particular significance in light of the paucity of studies that adopt a generational perspective to analyse how teachers perceive diversity.

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.