Computational thinking (CT) has become an essential competence in contemporary education, enabling students to analyze, design, and solve problems systematically. However, CT integration at the elementary level remains limited and fragmented due to insufficient teacher competence in informatics and mathematics, as well as the lack of high-quality, engaging, and culturally relevant instructional materials. To address this gap, this study systematically designed and validated Scratch-based batik geometry learning materials aimed at strengthening elementary students’ CT skills. This research adopted the educational design research (EDR) framework, consisting of three rigorous and iterative phases: analysis and exploration, design and construction, and evaluation and reflection. Data were collected through interviews, observations, document analysis, expert judgment, and student and teacher questionnaires. The learning materials incorporated CT practices such as tinkering, making, remixing, creating, debugging, persevering, and collaborating. Expert validation indicated a high level of feasibility, with an average score of 89.41%. Student and teacher responses also showed strong approval, scoring 94.32% and 100%, respectively. Furthermore, Dr. Scratch analysis categorized students’ Scratch projects at the developing level (13 out of 21), indicating substantive application of core CT concepts, particularly in procedural dimensions such as flow control and parallelism. These findings suggest that the Scratch-based batik geometry materials effectively foster foundational CT skills while also revealing the need for further instructional refinement to support more advanced dimensions such as logic, abstraction, and data representation, thereby offering an innovative, culturally grounded approach to addressing current challenges in elementary mathematics and informatics education.
Self-regulated learning (SRL) plays a crucial role in mathematics, particularly in trigonometry, which requires conceptual understanding and higher-order thinking. However, many students encounter difficulties in managing their own learning effectively. This study aims to analyze the impact of integrating artificial intelligence (AI)-based learning management system (LMS) on students’ SRL, focusing on whether adaptive and personalized digital environments can enhance learning autonomy in trigonometry. A quasi-experimental design with a pretest–posttest control group was employed. The participants consisted of sixty high school students divided equally into two groups: the experimental group utilized an AI-based LMS, while the control group engaged in conventional learning. Data were collected using a Likert-scale SRL questionnaire covering six indicators: goal setting, strategic planning, self-monitoring, self-control, help-seeking, and self-evaluation. Statistical tests of normality, homogeneity, and parametric comparisons were applied to examine differences between the groups. The findings revealed that the experimental group achieved a higher average SRL percentage score (79.5%) compared to the control group (71%), indicating stronger SRL behaviors among students using the AI-based LMS. The most notable improvements were found in goal setting and self-monitoring, suggesting that the AI-based LMS effectively guided students in formulating clearer objectives and tracking progress more consistently. Furthermore, the improvement in SRL was positively associated with better comprehension of trigonometry concepts. The integration of AI-based LMS substantially enhances students’ SRL and supports deeper mathematical understanding. These findings highlight the potential of adaptive digital technologies to foster independent, reflective learners with greater control over their learning processes.
The present study explores how structured educational programs situated within research institutions can support the development of students’ science skills through authentic, inquiry-oriented, and socially mediated learning processes. Focusing on the educational outreach initiative of the National Centre for Scientific Research “Demokritos” in Athens, Greece, the study examines how short, well-designed learning experiences in real laboratory environments enable students to engage with scientific practices beyond the abstraction of school science. The program is designed around a pedagogical sequence that includes orientation to scientific contexts, guided observation of active research, inquiry-based small-group activities, interaction with practicing scientists, and structured reflective dialogue. Employing a convergent mixed-methods design, the research combined pre- and post-program questionnaires with qualitative data from focus groups, classroom observations, and student reflections. Findings indicate statistically significant gains in students’ metacognitive regulation—specifically in planning, monitoring, and evaluating their learning—as well as shifts in their perception of science as meaningful and relevant to everyday life. Qualitative analyses further reveal that these outcomes emerge through the interplay of authentic scientific practices, dialogic explanation, and guided reflection, which together support analytical reasoning, motivation, and a sense of inclusion. Drawing on constructivist, experiential, and sociocultural learning perspectives, the study argues that research centers can function as pedagogical mediators between formal and informal education by making the processes of scientific thinking visible, participatory, and reflective. The article concludes with implications for educators, outreach professionals, and policymakers seeking to design inquiry-oriented and inclusive science learning experiences.
In recent years, there has been growing interest in how students’ interactions with Information and Communication Technology (ICT) impact academic performance, particularly in mathematics. This quantitative study examined the relationship between students’ ICT use and mathematics performance in Türkiye, using secondary data from the Programme for International Student Assessment (PISA) 2018. The sample consisted of 6,890 15-year-old students from 186 schools. The study used the PISA 2018 student questionnaire and mathematics assessment as the main instruments. The data were analyzed using structural equation modeling (SEM), and multi-group analysis was conducted to examine gender differences. The findings showed that mathematics performance was significantly related to both in-school and out-of-school ICT use. Students’ attitudes toward ICT, particularly interest and perceived competence, were also significantly associated with mathematics achievement and partially mediated the relationship between ICT use and achievement. Multi-group analysis revealed that most relationships were similar for boys and girls; however, perceived ICT competence predicted mathematics performance only among boys, and several pathways related to ICT attitudes differed by gender. These results enhance understanding of the role of ICT in mathematics achievement and offer important implications for educators and policy makers seeking to support effective ICT integration while addressing gender differences in technology engagement.
This systematic review examines the evolution of digital competencies among secondary school students through a comprehensive analysis of the scientific literature published between 2020 and 2025. A dual-phase methodology combining bibliometric analysis via VOSviewer software with systematic review following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines across four major databases (Scopus, Web of Science, Science Direct, and Dimensions) was used. From 677 initial records, 87 studies were selected after rigorous screening and quality assessment procedures. Bibliometric analysis revealed distinctive temporal patterns, with research interest peaking in 2023 (39 publications), followed by stabilization phases. Geographical distribution revealed an Indonesian predominance (30 publications), with substantial European engagement and moderate participation from major educational systems. The systematic review identified a predominant focus on technical skills development (9 studies) and didactic competencies (10 studies), revealing critical gaps in information literacy and digital citizenship components (2 studies each). Analysis of twenty representative studies through innovative synthesis tables demonstrated remarkable framework diversity, ranging from AI-based interventions to specialized subject-specific models, indicating the need for context-specific adaptations rather than universal approaches. Author collaboration network analysis revealed interconnected research clusters and specialized communities, whereas keyword co-occurrence analysis revealed four primary thematic areas: educational technology and digital transformation, teaching methods and professional development, demographic and human factors, and learning and curriculum integration. The findings indicate that during the 2020 to 2025 period, digital competency research evolved from reactive pandemic responses to systematic investigations of development mechanisms. This evolution revealed preexisting theoretical fragmentation in established frameworks, underscoring the need for more sophisticated approaches that accommodate contextual variation.
