The rapid expansion of digital technology in children's daily lives has generated increasing concerns regarding the effects of excessive screen exposure on psychological well-being, social relationships, and healthy development. Grounded in the theoretical frameworks of positive psychology, self-determination theory, and research on digital well-being, this study examined the effects of a digital detox intervention on primary school students' well-being. The conceptualization of well-being was informed by established literature and international research conducted by organizations such as the World Health Organization (WHO), the United Nations Children's Fund (UNICEF) and empirical studies investigating the relationship between screen use and children's mental health, social functioning, and life satisfaction. An experimental pretest-posttest design with a control group was employed. The sample consisted of 50 primary school students aged between 9 and 11 years, randomly assigned to an intervention group (n = 25) and a control group (n = 25). Participants in the intervention group engaged in a two-week digital detox program aimed at reducing recreational screen time and increasing participation in offline activities, including physical play, creative tasks, face-to-face social interactions, and reading activities. The control group maintained their usual digital routines throughout the study period. Students' psychological well-being and life satisfaction were assessed before and after the intervention using the WHO-5 Well-Being Index and the Student Life Satisfaction Scale (SLSS). Recreational screen time was monitored throughout the intervention using a structured daily Screen Time Diary completed with parental support. Data were analyzed using paired-samples and independent-samples statistical procedures to evaluate changes across groups and time points. The results indicated a significant improvement in overall well-being among students who participated in the digital detox intervention. Compared with the control group, the intervention group reported higher levels of positive emotions, greater life satisfaction, and improved peer relationships following the program. The findings suggest that even a relatively brief reduction in recreational screen use may contribute positively to children's psychological and social well-being. These results support current recommendations advocating balanced digital consumption and highlight the potential value of school-based digital detox initiatives as preventive and promotive interventions for children's mental health and healthy development.
This research aims to examine the function of the main pillars of social support in building a comprehensive, just and civic-minded community. The research aims to study the virtues of ethics, compassion and assumption through the prism of pedagogical and social aspects, emphasizing the need to apply clear, productive and non-discriminatory norms that confirm the particularity of each person. At the same time, the approach analyzes the inclusion of personality as an additional contribution in the academic and societal spheres, precisely differentiating this aspect from the field of excessive individualism. A pertinent example of the implementation of these rules is the integration into society of young people placed in placement centers. Having insecure family backgrounds and being affected by possibly difficult experiences, these young people manifest fragilities that can endanger their emotional, intellectual and relational development. Comprehensive actions - based on emotional support, education and group membership and exercised with morality and sensitivity - are vital to reducing the danger of marginalization, strengthening the capacity for recovery and supporting a balanced transition to adulthood. In conclusion, the contribution affirms that ethics, compassion and commitment go beyond the status of detached theoretical ideas, becoming absolutely necessary practices for structuring a world in which each person, regardless of their situation or challenges, receives real inclusion, appropriate help and equal opportunities for their own development.
Outdoor education has increasingly been recognized as an innovative pedagogical practice capable of extending learning beyond the conventional classroom and connecting curriculum content with authentic, real-world contexts. This article examines the contribution of outdoor education to experiential learning, student engagement, and the development of competencies associated with sustainable development. Grounded in experiential and student-centred learning perspectives, the paper argues that outdoor educational activities can support active participation, reflective thinking, collaborative problem-solving, environmental awareness, and responsible civic action. By engaging students directly with natural, social, and community environments, outdoor education creates meaningful opportunities for observation, inquiry, practice, and reflection, thereby strengthening the link between theoretical knowledge and lived experience. The article also highlights the relevance of outdoor education for Education for Sustainable Development, particularly through its potential to cultivate systems thinking, anticipatory thinking, critical reflection, cooperation, and action-oriented learning. The discussion suggests that outdoor education should not be understood merely as an extracurricular activity, but as a structured pedagogical approach that can enhance learning quality, motivation, inclusion, and sustainability-oriented competence formation. The paper concludes that integrating outdoor education into formal educational practice may contribute to more holistic, participatory, and transformative learning experiences, while also preparing students to respond moreresponsibly to contemporary ecological and social challenges.
Adult education occupies an increasingly central place in contemporary societies confronted with rapid technological change, extended working lives, and the growing demand for continuous reskilling and upskilling. This article examines the theoretical foundations and empirical evidence that underpin effective practice in adult education and distils them into a coherent set of strategies for practitioners, curriculum designers, and policy makers. Drawing on andragogical theory, experiential and transformative learning frameworks, social learning perspectives, and self-efficacy theory, the article argues that adult learning is most effective when it is learner-centred, experience-based, reflective, socially situated, and attentive to the motivational architecture of adult learners. It further reviews global evidence on participation patterns and persistent inequities in access to adult learning opportunities, and it discusses the implications of this evidence for programme design. To support comparison and application, the article integrates four summary tables and two original figures alongside a synthesis of eight interlocking strategies—ranging from learner-centred curriculum design to technology-enhanced and blended delivery—intended to help institutions unlock the potential of adult learners across diverse educational and professional contexts.
Children's literature occupies a unique position at the intersection of language development, emotional growth, and identity formation. Within bilingual educational contexts, literary narratives may acquire additional significance, functioning as pedagogical resources and as symbolic spaces in which linguistic belonging and cultural continuity are negotiated. This article examines the formative value of children's literature through a theoretical and applied perspective that integrates narrative theory, developmental psychology, communication studies, and bilingual education. Drawing upon the works of Bruner, Vygotsky, Bettelheim, Nikolajeva, Cummins, and Krashen, the study explores the role of literary narratives in supporting meaning-making, emotional externalization, communicative development, and identity construction. Particular attention is devoted to Romanian minority education in Hungary, where children's literature may contribute to the development of an affective relationship with Romanian as a heritage language. The theoretical discussion is complemented by a case study based on the literary narrative ”A Carriage of One's Own”, (Birescu Iacob & Olteanu-Sturza, 2025), selected from the volume ”Stories from Romanian Homes”, illustrating how the same story may generate different forms of participation, interpretation, and identity work across developmental stages. The findings suggest that the educational value of children's literature resides not primarily in the transmission of cultural content, but in its capacity to create symbolic environments where communication, emotion, and belonging becomeinterconnected. Within such environments, identity is not directly taught, but gradually constructed through meaningful narrative experience.
Universities must put accessibility first if they want every student, no matter the disability, to take part in campus life. When classes are designed for inclusion, students with disabilities receive direct help and every learner benefits because the same measures value a range of talents plus learning styles. Within this effort, the right technology and equipment are decisive for inclusive teaching. This paper looks at the accessibility resources that universities already provide but also at how those resources shape everyday face-to-face contact. The information comes from an Erasmus+ project - the pages that follow present the country level results. A mixed methods plan was used - numbers and narratives were combined. Twenty-one professors at the University of Bucharest answered two questionnaires supplying the numeric part. Interviews supplied the narrative part - the transcripts were coded for themes as well as summarised. Staff members report clear obstacles to accessibility and inclusion during in person teaching. Many say that hardware or software are adjusted to student needs but a large minority give a neutral answer signalling that access to learning tools still needs work. At the same time, the majority state that their university climate lets them treat students as equal partners in group work, a point that supports inclusion.
Educational inclusion has progressively evolved from a policy objective focused primarily on access to education toward a broader systemic commitment to educational equity, participation, and recognition of diversity. Contemporary educational systems operate within increasingly complex social, cultural, technological, and institutional environments where learners' educational opportunities are shaped by dynamic interactions among individuals, schools, families, communities, and policy structures. Drawing upon systems thinking, this conceptual paper proposes the Inclusive Educational Ecosystem Framework (IEEF) as an integrative model for understanding inclusion as an emergent property of adaptive educational systems rather than the outcome of isolated institutional interventions. The paper synthesizes contemporary literature on inclusive education, cultural diversity, educational participation, teacher professional development, social inclusion, digital transformation, and community engagement to develop a multidimensional framework capable of explaining how educational equity is constructed through reciprocal interactions among educational actors. Within this perspective, inclusion extends beyond physical access to education by emphasizing meaningful participation, recognition, agency, belonging, and collaborative responsibility. The proposed framework highlights the importance of human agency, inclusive governance, family-school-community partnerships, and culturally responsive educational environments in promoting sustainable educational development. By integrating educational, social, and technological perspectives within a systems-oriented conceptual model, the paper contributes to the advancement of contemporary inclusion theory while providing a foundation for future empirical research and evidence-informed educational policies designed to foster equitable, resilient, and inclusive learning ecosystems.
The article examines how guided reading can be redesigned in a digital environment in order to facilitate collaborative learning among young school-age pupils. Starting from the premise that technology should support, not replace, pedagogical interaction, the paper presents a small-scale classroom case study conducted with 16 fourth-grade pupils. The intervention lasted six weeks and combined printed reading fragments with digital activities created through Wordwall, Kahoot!, Padlet, Book Creator, Canva for Education, StoryJumper and related tools. The activities targeted comprehension, vocabulary development, reading fluency, inferential thinking and collaborative interpretation. The results recorded in the case study indicate progress in all four assessed indicators: text comprehension, identification of the main idea, vocabulary and reading fluency. The findings also show increased motivation and participation, especially when immediate feedback, gamified quizzes and collaborative digital products were used. The paper concludes that digital guided reading can become an effective pedagogical strategy when it is carefully planned, age-appropriate, balanced with print reading and mediated by the teacher.
The development of literacy skills requires the effective use of educational resources capable of addressing the challenges of contemporary society and the increasing diversity of communication modes. In this context, comics emerge as multimodal texts that integrate verbal and visual language, offering meaningful opportunities for the development of literacy skills among primary school students. This paper aims to examine the formative, critical, and cultural dimensions of using comics in education by drawing on the literature on literacy, multimodality, and contemporary pedagogy. It highlights the contribution of comics to vocabulary development, reading comprehension, reading motivation, creativity, and critical thinking, while also emphasizing their role in fostering the interpretation of multimodal messages and promoting openness to cultural diversity. To complement the theoretical perspective, the paper also incorporates findings from an exploratory focus group conducted with primary school teachers. The participants’ perspectives confirm the educational potential of comics and emphasize the importance of integrating them into instructional practice through a balanced and methodologically sound approach. The analysis suggests that comics should be regarded as complex educational resources that extend beyond their recreational function and can make a valuable contribution to the development of literacy skills, critical thinking, and intercultural competence among primary school students. The findings provide both theoretical and pedagogical arguments supporting the systematic integration of comics into literacy-oriented teaching and learning practices in primary education.
This study explored whether the use of gamification strategies in Geography lessons could improve students’ motivation, engagement and academic performance compared to traditional teaching methods. The research involved 49 high school students from a prestigious school in Pitești, Argeș County, Romania, who were divided into an experimental group and a control group. The experimental group participated in a gamified learning experience based on a mission-oriented educational scenario that incorporated game elements such as challenges, rewards and collaborative tasks. In contrast, the control group studied the same curriculum through traditional instructional methods supported by digital presentations and visual learning materials. Data were collected using a mixed-methods approach that included a motivational questionnaire, an observation grid assessing students’ classroom participation and engagement, and an academic achievement test administered at the end of the intervention. Statistical analyses were conducted to compare the outcomes of the two groups and determine the effectiveness of the instructional approaches. The findings indicate that gamification had a positive and statistically significant impact on students’ motivation, classroom participation and academic achievement. Students exposed to the gamified learning environment demonstrated higher levels of interest, active involvement and persistence during lessons, whilealso obtaining better academic results than their peers in the control group. These outcomes suggest that integrating game-based elements into Geography instruction can foster a more interactive, enjoyable and student-centered learning experience.
The research aimed to comparatively analyze how preschool children spent theirleisure time in 2013 and 2024. A questionnaire survey was the method used in the study. The research included two groups: the group of parents of preschool children investigated in 2013 and the group of parents investigated in 2024. Parks with playground areas for children remain a top option for children’s leisure time (M= 3.69 in 2024; M= 3.56 in 2013). Playrooms and the Children’s Club ranked in the last positions. The comparative analysis of leisure-time activities for preschool children showed that, while in 2013 “we go outside and he/she plays with other children” held the first position among leisure time activities (M=3.49), in 2024 this activity ranks second (M=4.18), with “I play various games with him/her” in first position (M=4.30), which in 2013 had been in third position (M=3.23). The last two positions remain the same for both investigated years: “we go to museums, tourist attractions” (M 2013 – 1.91; M 2024 - 2.85) and “we play on the computer” (M 2013 – 1.86; M 2024 - 2.02).
This study aims to investigate the views of kindergarten principals regarding the characteristics of an effective mentor and the strategies followed in the integration process of newly appointed teachers. By conducting qualitative research, the views on this topic of 15 kindergarten principals were explored using the research tool of semiprocessing, it emerged that kindergarten heads attribute to the effective mentor the characteristics of willingness, developed communication skills, and a positive attitude towards the mentored. In contrast, the training of mentors is considered a necessary condition for the effective performance of their role. In the process of smooth adaptation and integration of newly appointed teachers according to kindergarten supervisors, as strategies followed, the building of a relationship of trust and respect between mentor and mentee, the utilization of the mentor's communication skills, as well as the good mood and the time that an effective mentor devotes to the mentoring process in conjunction with the support of the institution by the school contribute to the process.
The paper explores the social inclusion of people with visual impairment, namely, Leber's hereditary optic neuropathy, which is a rare condition, the prevalence being one in 50,000 people. The paper is developed around the case study and highlights the challenges and difficulties experienced by a healthy person who is suddenly diagnosed at the age of 20 with Leber's hereditary optic neuropathy. The research uses the qualitative method, and the practical implications are aimed at reducing the psycho-emotional difficulties of people with visual impairments, early recognition of symptoms and promoting social equity and inclusion.
In today's context, marked by instability and uncertainty, children's ability to develop resilience is essential for their success and emotional balance. This article explores the role of communication between teachers and parents in shaping this fundamental skill. Drawing on contemporary psycho-pedagogical theories and recent research, the paper demonstrates that authentic and empathetic collaboration between the significant adults in a child's life is key to developing healthy adaptation and learning strategies.
Following the numerous importance of think-pair-share learning strategy as an innovative learning strategy that has helped students achievement in various subjects and Basic Education Certification Examination (BECE) Chief Examiner’s report on students’ weaknesses in Computer Studies concepts of internet, operating system, search engine, graphic package, corel draw, paint environment, spreadsheet package, computer safety, measure and computer software among upper basic students in Anambra state. This study examined improving secondary school students’ achievement in computer studies through think pair share learning strategy. Two purpose of study, two research questions and two hypotheses guided the study. The study was carried out in Otuocha education zone in Anambra State, Nigeria. The population of the study consisted of 6,982 JSS2 students’ in the zone. The study adopted quasi experimental design. The sample comprise 393 JSS2 students’ (169 males and 224 females) and was obtained using a multi-stage sampling procedure. 50 Computer Studies Achievement Test (CSAT) served as instrument for data collection for both post and retention test respectively. The instrument was subjected to content validation. CSAT reliability was established using Kudar Richardson 20 (KR-20) which yielded reliability coefficient of 0.70. Mean and Standard Deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that students taught Computer Studies with TPS learning strategy achieved more than those taught Computer Studies with LM. Thus there is a significant difference in the mean achievement scores of students taught Computer Studies using think-pair-share learning strategy and those taught using lecture method. The study also showed that male students taught Computer Studies with TPS achieved better than their female counterpart, thus there is a significant difference in the mean achievement scores of male and female students taught Computer Studies using think-pairshare learning strategy. Based on these findings suggestions and conclusions were made.
This study explores the implications of food deserts and food swamps in school environments, particularly in relation to health outcomes and academic performance. Food deserts refer to areas with limited access to healthy food options, while food swamps are areas with an abundance of unhealthy food choices. The study highlights the negative effects of food deserts and swamps on students' health, including obesity, diabetes, and other diet-related diseases, as well as poor academic performance. The research emphasizes the need for healthy food options in schools and the importance of nutrition education to promote healthy eating habits among students. By understanding the impact of food deserts and swamps on students' health and academic performance, policymakers and educators can work together to create healthier school environments that support students' overall well-being.
Despite the centrality of Biology to science education and its role in preparing students for careers in medicine, agriculture, and environmental science, persistent underachievement has been reported in external examinations. This study investigated the influence of parental background and parental education on the academic achievement of senior secondary school Biology students in Lagos State, Nigeria. The study adopted a descriptive survey research design, drawing a stratified random sample of 300 students across public and private schools in Education District VI. Two instruments were used for data collection: the Biology Achievement Test (BAT) and the Parental Socio-Economic Influence Questionnaire (PSEIQ). Data were analysed using Pearson’s Product-Moment Correlation and one-way Analysis of Variance (ANOVA). Findings revealed that parental socio-economic status significantly shaped students’ Biology performance, with learners from higher-status families attaining better results. Similarly, parental level of education was found to exert a marked influence, as students whose parents had tertiary education outperformed those from households where parents had only primary or secondary schooling. These outcomes affirm that disparities in Biology achievement extend beyond classroom instruction, reflecting broader socioeconomic and educational inequalities. The study recommends that parental factors be systematically considered when addressing underachievement in science, and that multi-level strategies be designed to reduce disparities linked to family background. In particular, policies and interventions in Lagos State should not only enhance school-level provision but also engage with family-related inequalities, while lessons from this context can contribute to international debates on equity in science education.
Immigration detention is the source of significant psychological risk for detainees, including high levels of trauma, anxiety, depression, and post-traumatic stress disorder (PTSD). While worry increases worldwide, though, the quality and quantity of psychosocial interventions in detention centers are patchy. The present paper is an evidence-based overview of psychosocial interventions that can help migrants, asylum seekers, and refugees who are detained in immigration, closed migration centers, and custody and accommodation contexts. Based on theoretical work like Ecological Systems Theory, Cognitive-Behavioral Models of Stress and Adaptation, and Resilience Theory, the review specifies how such approaches guide mental health care plans among detainees. In synthesizing exemplary practices in psychosocial treatment, the study incorporates initial screening for mental illnesses, cognitive-behavioral therapies, trauma-informed services, techniques used to promote resilience, and culture-sensitive interventions. Evidence shows that multimodal interventions—combining individual, group, and community-based approaches—are most successful in alleviating psychological distress and facilitating adaptation among detainees. However, the implementation of such interventions is often hampered by systemic barriers, including limited access to mental health professionals, legal and policy constraints, and ethical issues of coercion and informed consent. The article also addresses ethical and policy considerations and emphasizes the need for rights-based approaches, alternatives to detention, and increasing access to mental health care. Longitudinal follow-up studies of detainees' mental health trajectories after release and comparative studies of community-based alternatives to detention and their impact on psychosocial well-being are suggested for future research. By affirming evidence-based, trauma-informed, and culturally sensitive psychosocial interventions, this study can contribute to constructing humane, ethical, and efficient policies for the mental well-being of detained migrants.
The growing geriatric population creates a greater need for integrated psychosocial therapies in old-age homes to enhance mental health, cognition, and social integration. This article provides an evidence-based description of well-established psychosocial therapies, including cognitive-behavioral therapy (CBT), reminiscence therapy, mindfulness practices, positive psychology interventions, social activity programs, and creative therapies like art and music therapy. Drawing on previous theoretical frameworks, such as the Successful Aging Model, Socioemotional Selectivity Theory, and the Cognitive Reserve Hypothesis, this study investigates how these interventions influence psychological resilience and quality of life in aging populations. A central focus is given to the translatability of psychosocial therapies to institutional settings, with consideration of challenges such as resource limitations, training, and resistance to change. Best practice for psychosocial integration, including the application of custom-designed care models and technology solutions, is reviewed. Ethical dilemmas, including autonomy, informed consent, and cultural responsiveness, are considered against the background of elder dignity and rights. Moreover, policy options highlight age-friendly healthcare policies based on prioritization of integrated holistic well-being. The findings emphasize the importance of multi-dimensional psychosocial care of the older population and invite continued research on the effectiveness of long-term intervention, cross-cultural applicability, and innovative digital strategies to older populations. With an emphasis on evidence-based methods, this article aims to contribute to the evolution of psychosocial care in older adult care towards increasing dignity, activity, and emotional strength in older age.
This study assessed principals’ awareness, literacy, and competency in Artificial Intelligence (AI) in secondary schools in Gusau Metropolis, Zamfara State. The study adopted a descriptive survey design. A researcher-designed questionnaire was used as the instrument for data collection, with an overall reliability coefficient of 0.83 established through Cronbach’s Alpha. Data were analyzed using mean and standard deviation to answer the research questions, while regression analysis was employed to test hypotheses at the 0.05 level of significance. Findings revealed that principals had a high level of awareness of AI in education (x = 3.2), but their literacy and competency in applying AI tools for administrative and instructional purposes were low (x = 1.6 and 2.3). Also, there was a positive significant interrelationship among principals’ awareness, literacy and competency of AI (p<0.05). This study concluded that there is a pressing need for targeted interventions that move beyond awareness campaigns and focus on building functional AI literacy and hands-on competence. The study recommended among others that specific capacity-building programs and continuous professional development should be organized to bridge the gap between awareness and effective application of AI in school leadership.
