The aim of this research is to examine the psychological resilience levels of students studying in the Faculty of Sports Sciences according to some variables. The sample of the study consisted of Sports Sciences Faculty students of Duzce University, and the population consisted of 200 students from the Sports Sciences Faculty selected through a convenience sampling method. An eight-item personal information form developed by the researcher for demographic characteristics and ‘‘Short form of resilience scale’’ to determine resilience levels of participants were used. According to data obtained, while resilience levels, grades, gender, branch, department, age, and income variables of participants did not show a significant difference (p>0,05), it showed a significant difference according to sports age and place of living variables (p<0,05). Besides it was determined that resilience scores of male participants were higher than females, and team athletes had higher scores than individual athletes, lower classes had higher scores than upper classes, sports management students had higher scores than coaching and physical education and sports teaching students, and students who had younger age had higher scores than students who had older age. As a result of research, it was determined that resilience could be differed by class, sports age, residence variables. Also, it was revealed that sports age affects resilience negatively.

The purpose of this study is to investigate the effect of Personalized Book Advice Smart Application on secondary school students’ motivation as well as determining the views of students, teachers, and parents regarding the application. In the research, a mixed method approach, in which quantitative analysis and qualitative analysis methods are used together, was adopted. In the quantitative part, 585 secondary school students, 300 of whom are in the experimental group and 285 in the control group; In the qualitative part, 105 students, 6 teachers and 247 families were included in the research. Similarly, the qualitative of the study involved 105 students, 6 teachers, and 247 parents. In the quantitative part of the research, data collected with the Reading Motivation Scale developed by Durmus. In the qualitative part, the data were collected through a questionnaire. The quantitative data were analyzed using parametric descriptive statistics, while the qualitative data were analyzed using descriptive analysis technique. According to the findings obtained from the research, there is a significant difference in reading motivation of secondary school students in terms of post-test scores. It is seen that the students like to read adventure books and think that the books proposed by the application are suitable for their interests. Teachers state that they find the application successful, and they like that the application forms reading habits, and recommends books according to their interests, moreover, the recommended books are suitable for the students’ levels. On the other hand, the teachers think that teacher control is necessary. Additionally, parents state that they like the application because it recommends books according to the children’s interests and those recommended books were suitable for their levels, however, they added that the number of the books needs to be increased.

This research aims to explore students' learning obstacles in solving fraction problems in elementary school. This qualitative research used a case study method. The research subjects involved 30 third-grade elementary school students from two different schools in Bandung City, Indonesia. The instruments utilized were test and non-test. The test technique was done by giving fractional material questions, while the non-test technique was in the form of interviews. The data collected were then analyzed employing the three stages of the Miles and Huberman model, including data reduction, data presentation, and drawing conclusions. The study findings revealed that students experienced epistemological obstacles, where students experienced limited knowledge, ranging from the basic concepts of fractions, fractional arithmetic operations, and fraction problem-solving. Based on these findings, teachers can construct learning designs with appropriate didactic situations as a follow-up to minimize the occurrence of similar learning obstacles in future fractional learning materials.

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

The 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.

This study examines the transition challenges faced by students with learning disabilities (LD) from primary to secondary school, focusing on emotional, behavioral, and social aspects. Using a sample of 168 special education teachers, the study employs the Strengths and Difficulties Questionnaire (SDQ-Hel) to assess emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship difficulties, and prosocial behavior before and after the COVID-19 pandemic. Statistical analyses, including t-tests and repeated measures ANOVA, reveal significant increases in emotional and behavioral challenges post-pandemic. Effect sizes (Cohen’s d) indicate moderate to strong impacts in key areas, with emotional symptoms (η² = .06) and hyperactivity/inattention (η² = .05) exhibiting notable changes. The findings highlight the necessity for targeted interventions, such as teacher training on emotional regulation strategies and structured transition programs. Implications for educators and policymakers include the implementation of inclusive practices and specialized transition support structures to mitigate these challenges and enhance the overall well-being of students with LD.