The increasing frequency and intensity of urban heatwaves reshapes environmental and social realities globally. These phenomena not only challenge the resilience of urban ecosystems but also call attention to the importance of developing scientific literacy and reasoning skills at a primary level. Situated within these pressing socio-environmental conditions, this study examines the way in which primary school students engage in socio-scientific argumentation (SSA) when reasoning about urban heatwave mitigation. Drawing upon Toulmin’s argumentation model as theoretical lens to explore both the structure and content of students’ arguments and to trace how these evolve through targeted intervention, a qualitative-dominant design was employed involving 148 5th-grade students in Greece, with quantitative summaries used descriptively to illustrate trends and shifts in argumentation components. Data were collected through pre- and post-intervention digital questionnaires and structured worksheets. Students’ written responses were analyzed using a qualitative content analysis, guided by a rubric that assessed both the structural coherence and content quality of their arguments, while frequencies and shift analysis provided descriptive insights into changes across demographic variables. The instructional intervention centered on the serious game Heatwave City, designed to immerse learners in authentic decision-making scenarios around urban sustainability. Findings revealed that pre-intervention arguments were largely fragmented and weakly supported by evidence, whereas post-intervention data indicated more consistent articulation of claims and increased use of relevant scientific information, particularly in questionnaire responses. Advances in reasoning and counterargumentation were more limited, with these components remaining largely at emergent levels. We conclude by offering recommendations for fostering students’ engagement with SSA through sustained, dialogic, model-based, and game-enhanced learning environments.
This study examines motivational orientations, individual prerequisites, and perceived support needs as key factors. It investigates how these factors are associated with prospective primary school teachers’ self-assessments of their professional knowledge related to digital media use. The sample consists of N = 569 prospective teachers, including participants from both the first phase of teacher education (n = 216) and the second phase (n = 353). Using structural equation modelling, the study analyses three dimensions: confidence in media use, pedagogical relevance and perceived need for support. The analyses focus on three groups of predictors: motivational orientations (including attitudes and emotional factors), perceived support needs, and individual prerequisites. The analysis highlights emotional-motivational orientations as decisive predictors: anxiety reduces confidence, while enthusiasm fosters perceived relevance and reduces support needs. In addition, socio-demographic and biographical characteristics such as age, sex and prior media experiences contribute to differences in competence self-assessments. Although effect sizes are small, targeted qualification offerings – especially with a media pedagogical focus – prove effective in enhancing knowledge and lowering emotional barriers. These findings add differentiated evidence suggesting that teacher education should go beyond technical training by systematically and reflectively integrating media pedagogy into curricula. Emotion-sensitive, practice-oriented formats that address prior experiences are crucial to prepare future teachers for the challenges of digital transformation.
This study examines motivational orientations, individual prerequisites, and perceived support needs as key factors. It investigates how these factors are associated with prospective primary school teachers’ self-assessments of their professional knowledge related to digital media use. The sample consists of N = 569 prospective teachers, including participants from both the first phase of teacher education (n = 216) and the second phase (n = 353). Using structural equation modelling, the study analyses three dimensions: confidence in media use, pedagogical relevance and perceived need for support. The analyses focus on three groups of predictors: motivational orientations (including attitudes and emotional factors), perceived support needs, and individual prerequisites. The analysis highlights emotional-motivational orientations as decisive predictors: anxiety reduces confidence, while enthusiasm fosters perceived relevance and reduces support needs. In addition, socio-demographic and biographical characteristics such as age, sex and prior media experiences contribute to differences in competence self-assessments. Although effect sizes are small, targeted qualification offerings – especially with a media pedagogical focus – prove effective in enhancing knowledge and lowering emotional barriers. These findings add differentiated evidence suggesting that teacher education should go beyond technical training by systematically and reflectively integrating media pedagogy into curricula. Emotion-sensitive, practice-oriented formats that address prior experiences are crucial to prepare future teachers for the challenges of digital transformation.
The purpose of this study was to investigate how mathematics teachers' digital pedagogical content knowledge influences students' perceived learning outcomes. The instructional quality of teachers is interpreted as the link between their digital pedagogical content knowledge (DPACK) and students’ learning outcomes. The study employed a predictive correlational cross-sectional survey design involving 355 pre-tertiary mathematics teachers selected from a population of 2,450. The findings of the study reveal that teachers’ digital pedagogical content knowledge has a significant direct influence on students’ learning outcomes. Furthermore, instructional quality was found to influence students’ learning outcomes and partially mediate the nexus between teachers’ digital pedagogical content knowledge (DPACK) and students' learning outcomes. The study advances the existing body of knowledge by providing a more comprehensive understanding of how teachers’ digital pedagogical content knowledge (DPACK) influences perceived student learning outcomes through the mediating role of instructional quality in the context of pre-tertiary education in Ghana.
Educational guidance requires evidence, but different educational decisions call for different kinds of evidence. What may count as good evidence for choosing a curriculum or pedagogy at system or departmental level may be poorly suited to decisions about teaching, responding to student difficulties, refining a learning design, or understanding how specific design features shape learning in practice. Because the value of assessment depends on the decision it is meant to inform, this editorial argues that evidence-based education should not be tied to a single methodological model. The focus is on pedagogical guidance, design refinement, and the interpretation of learning in context. For such purposes, evidence gathered only before and after instruction is often insufficient. Learning may be heterogeneous, non-linear, and unevenly responsive to specific design features; what matters for teachers, designers, and researchers is therefore not only whether an intervention works on average, but how students’ understanding develops during the learning process itself. The editorial highlights the value of timely, fine-grained evidence drawn from classroom activity, student productions, observation, and digital traces. Such evidence can make learning visible while there is still time to interpret it and respond to it. Broadening the evidentiary repertoire of educational research and practice may therefore strengthen the ambitions of evidence-based education.
Educational research is increasingly expected to demonstrate value for practice, yet what such value actually entails remains under-specified. This editorial argues that the challenge lies less in a research–practice “gap” than in the absence of clear, shared criteria for judging practical relevance. It examines how practical value is often narrowly equated with actionability or prescription, overlooking other legitimate forms of contribution. Drawing on research utilization literature and a conception of practice as professional judgment under conditions of uncertainty, the article proposes a plural understanding of how research may serve practice. It invites greater reflexivity in editorial evaluation by articulating guiding questions that clarify intended practical contributions, conditions of appropriation, and implicit costs for practitioners, without imposing reductive standards.
Gender-stereotype toys play a crucial role in early childhood development, offering opportunities for learning and skill-building, in specific cognitive skills. This study examines how adults perceive the cognitive skills promoted by gender-stereotyped toys and explores whether these perceptions align with traditional gender norms. Using an online survey, 176 participants (age from 18 to 94) evaluated toys previously classified as boys’, girls’, or gender-neutral based on their potential to foster seven cognitive skills: assertiveness, creativity, mathematical skills, spatial reasoning, social behavior, technical skills, and verbal skills. Toys were classified based on previous research and established criteria. The results revealed significant differences in adults’ subjective ratings. Boys’ toys were associated with assertiveness and technical skills, while girls’ toys were linked to creativity, social behavior, and verbal skills. However, no significant differences were found for mathematical skills or spatial reasoning, suggesting potential shifts in gendered perceptions. The study highlights the persistence of gender stereotypes in toy evaluations and emphasizes the importance of providing diverse play opportunities to foster a broad range of cognitive skills in all children. In future studies, the discrepancy between perceptions and actual developmental outcomes should be analyzed in depth, e.g., observing children’s interaction with toys.
This systematic review synthesizes research published between January 2023 and March 2025 on the integration of ChatGPT in higher education. Following PRISMA guidelines, a total of 20 peer-reviewed empirical studies were selected from Web of Science and Scopus databases. These studies represent diverse global contexts and methodological approaches, including qualitative, quantitative, and mixed-methods designs. The review identifies five key thematic categories: student perceptions, attitudes, perceived usefulness, acceptance, and user experience. The findings indicate that while students and educators largely view ChatGPT as a beneficial tool for enhancing learning efficiency, self-regulation, and academic productivity, concerns about overreliance, ethical ambiguity, content accuracy, and academic integrity persist. The review further shows that the educational impact of ChatGPT is shaped not only by the affordances of the technology but also by contextual factors such as institutional policies, instructor guidance, and students’ AI literacy. Implications for practice include the need for clear usage guidelines, AI literacy integration, and pedagogical redesigns that promote critical thinking and originality. Limitations of the review include language and database restrictions, as well as the emergent nature of the literature base. Future research should address longitudinal impacts, discipline-specific applications, and cross-cultural differences in AI use.
This article examines the use of artificial intelligence (AI) in early childhood education from a rights-based perspective, drawing on a critical interpretive synthesis (CIS) of the literature published between 2019 and 2025. A typology of four uses in early childhood —Tutor, Tool, Companion, and Tracker (THCR)— is proposed and each category is mapped against the core principles of the United Nations Convention on the Rights of the Child: privacy, non-discrimination, best interests, and participation. The contribution includes: (a) a risk-safeguard matrix differentiated by type of AI; (b) a logic model and theory of change for care-centered implementations; and (c) the SAFE LEARN checklist (Safety by design, Agency/assent, Fairness, Explainability, Learning alignment, Educator capacity, Accountability, Risk logging, Non-replacement of care). Implications for policy and practice are discussed for schools, administrations, and providers, emphasizing human mediation and verifiable equity as minimal conditions for acceptance. This work offers a pioneering framework that connects international normative principles with operational instruments, providing immediate guidance for the Education 2030 agenda and Sustainable Development Goals (SDGs) 4 and 16.
In this article, I examine how Generative AI (GenAI) is shaping the contemporary academic landscape through an overview of the most widely discussed themes. I focus not only on emerging opportunities and risks for academic work, including research, writing, and publishing, with particular attention to academic integrity, authorship, and scholarly voice, but also on the broader ethical implications of AI. I make a case for more awareness, reflection, and criticality and emphasise that the significance of AI goes beyond pragmatic concerns over productivity, effectiveness, and clarity as the topic is inherently tied to broader fundamental issues of ethics and social justice in both in the real world and global academic knowledge construction. This points to the shared responsibility of both developers and users of AI.
The rapid development of Generative Artificial Intelligence in education presents new opportunities but also raises concerns about inequality and the integrity of academic practices. This study explores its impact, trends, and risks in education through an extensive review of existing academic literature. The methodology includes a systematic review conducted via the Scopus platform, incorporating documentary analysis with descriptive statistics, systematic content analysis, and bibliometric analysis of citations, co-citations, and co-words in scientific research on the topic. Network maps were created using VOSviewer, and graphs were produced with Microsoft Excel. Moreover, qualitative content analysis was further deepened using ATLAS.ti, . 24. The major findings indicate that generative artificial intelligence, as a set of information-processing tools, has significantly advanced over the past century, especially notable for its ability to process information quickly and adapt to human objectives. Its rapid adaptation is transforming education, particularly by enhancing personalization, improving knowledge retention, and supporting interactive learning environments. However, the use of GenAI also raises ethical and equity concerns, including risks to academic integrity, data privacy, and potential algorithmic bias, alongside challenges in ensuring equitable access and adequate teacher training. The main focus of current applications lies in commercial, collaborative, and natural language strategies, which surpass other uses such as images and videos. GenAI aligns with pedagogical theories that promote student autonomy, active learning, and collaboration, if implemented with clear educational intent. However, since machines lack human social perception, it is necessary to reflect critically on the ethical boundaries and appropriate use of AI in the linguistic and educational domains. Gen AI offers transformative potential for education by enabling personalized and efficient learning; however, addressing associated risks, ethical challenges, and issues of equity is essential to ensure its benefits are realized without compromising academic integrity or exacerbating inequalities.
This mixed-methods study presents an Asian perspective on the impact of a science video creation workshop as an intervention on the technology adoption and utilization of pre-service science teachers. It aims to offer insights relevant to Initial Teacher Education programs in international contexts, including those in Europe and North America, where most of the literature referenced in this study was sourced. Integrating the Funds of Knowledge (FoK), Technological, Pedagogical, and Content Knowledge (TPACK), and action research frameworks, the intervention provided insights into pre-service teachers' professional development. Data collection included pre- and post-test surveys, individual interviews, and focus group discussions. Quantitative analysis using paired samples t-tests revealed statistically significant improvements in technology adoption and utilization across all levels of Morel’s Matrix (2016). Triangulated with qualitative analysis, findings highlighted three key themes: enhancing science teaching through contextualized content, improving pedagogical practices via technology, and fostering inclusivity and cultural responsiveness. These results underscore the workshop’s potential in gradually developing positive beliefs toward technology integration among pre-service teachers. The study's findings emphasize the value of integrating FoK and TPACK within action research to bridge theory and practice. It provides additional evidence for technology adoption in science education. This research contributes to the limited literature on pre-service teacher education in Asia, particularly in the Philippines, and offers insights into the potential of action research to foster meaningful and sustainable changes in teaching practices within broader science teacher preparation programs across international contexts.
The increasing reliance on digital technologies in higher education has significantly transformed teaching and learning practices, highlighting the distinct roles of research- and teaching-oriented faculty in digital pedagogy. Research-oriented faculty contribute to active digital learning by promoting critical thinking, problem-solving, and collaborative activities. Their use of innovative digital tools encourages intellectual curiosity and engagement but may sometimes overwhelm students with complex materials. In contrast, teaching-oriented faculty excel in structuring passive digital learning through clear and accessible content delivery, fostering knowledge acquisition. However, their emphasis on structured approaches can limit opportunities for interactive engagement. This study investigates the impact of these contrasting academic profiles on students’ learning experiences in digital environments. Using a mixed-methods approach, it explores how active and passive learning modes align with faculty strengths, shaping academic outcomes and student perceptions. Findings indicate that research-oriented faculty inspire scientific exploration and independent inquiry, while teaching-oriented faculty create supportive, accessible learning environments. Students value the strengths of both profiles but emphasize the need for a balanced approach that integrates structure with critical engagement. The study underscores the importance of professional development programs that encourage faculty to transcend traditional boundaries, equipping research-oriented faculty with pedagogical strategies and teaching-oriented faculty with interactive tools. Institutions must also adapt digital platforms to support diverse teaching styles, fostering inclusive and dynamic pedagogy. By bridging the gap between research and pedagogy, this study highlights the potential for hybrid approaches in the digital era, enabling faculty to optimize the benefits of digital learning for a diverse student body.
Initial algebra is a critical stage in the teaching of algebra and occurs when students are transitioning from arithmetic to algebra. Irish mathematics education at post-primary level has undergone a period of major reform beginning in 2010, which encompassed a radical change in the methods for teaching algebra. Despite this reform evidence emerged that students were struggling with algebra during their early years in post-primary school, however, no empirical based evidence of the specific content areas with which students struggled existed. This quantitative methods study aimed to establish a profile of what second year post-primary students (14 years old) in Ireland knew about algebra six years after the implementation of the reform. The evidence was collected using a standardised criterion referenced assessment known as a screener of initial algebra, which was developed and validated for use with Irish second year post-primary students. This research confirms that most students struggled with the key prerequisite content areas of fractions, decimal number magnitude, order of operations and exponents. Consequently, the algebra content items on variables, expressions and equations on the screener were not well answered by the majority which aligns with findings in previous international studies. The empirical results reported here are the first of their kind for Irish second-year post-primary students, providing valuable information for researchers and educators in Ireland as well as important evidence on students' knowledge of initial algebra in the international context, six years after curriculum reform and the introduction of new teaching approaches.
This study examines how interactions in class WhatsApp groups impact students' motivation and academic achievements. The research incorporates both qualitative and quantitative analyses to explore associations between various types of interactions and academic performance. Key findings reveal a strong positive correlation between students' motivation and the volume of affective-emotive messages, especially those from teachers. While cognitive-analytic interactions did not significantly predict higher academic achievement, qualitative interviews highlighted the need for more educational content in WhatsApp groups, such as exercises. The study also found a positive, albeit weak, association between classroom climate and interaction patterns. However, an interesting inverse relationship emerged between socioeconomic status and the prevalence of affective-emotive messages. The research emphasizes the importance of incorporating affective-emotive interactions in educational settings and recommends expanding the use of WhatsApp groups as an effective supplementary platform for fostering motivation and improving academic achievements.
The main objective of this article is to search into the exploration of the ChatGPT trend in the field of Social Sciences, focusing on its trend and its widespread global application in the digital era. It is noted that ChatGPT is an artificial intelligence system that utilizes the GPT (Generative Pre-trained Transformer) language model developed by OpenAI. Emphasis is placed on ChatGPT ‘s application in various disciplines, such as medicine, education, cell biology, and biotechnology. This suggests that it has a broad range of applications in the field of Social Sciences. The methodology used is based on the analysis of articles related to ChatGPT in English and in the Scopus database a bibliometric study. 220 articles were selected about Social Sciences. Additionally, co-occurrence maps of keywords were conducted for the analysis, using the VOSviewer software, for the evaluation of the structure, conceptual evolution, and trends of ChatGPT following related publications. The research includes four study phases: (i) search criteria of the research field; (ii) search and selection of documents; (iii) software and data extraction; and (iv) analysis of results and trends. In conclusion, ChatGPT represents a paradigm shift in social sciences by bridging technology with human inquiry, fostering innovation, and redefining traditional research practices. However, ethical considerations such as bias mitigation and responsible integration remain critical for its sustainable use.
The Artificial Intelligence Pedagogical Content Knowledge (AIPACK) framework provides educators with strategies to apply AI tools effectively in education. It emphasizes flexibility in adapting to advancements in AI technologies, ensuring context-sensitive applications that align with specific pedagogical goals. By integrating AI capabilities with pedagogical and content expertise, AIPACK aims to improve teaching practices and prepare students for an AI-driven world.
This paper presents a study focusing on the feasibility and validity of the SELFIEforTEACHERS self-assessment tool for student teachers, addressing three research questions. Using a mixed methods approach with a convergent parallel design. The study provides insights into quantitative and qualitative aspects of the self-assessment of student teachers' digital competences. Firstly, it is analyzed how student teachers assess their own media-related digital competences using SELFIEforTEACHERS. Secondly, uttered thought processes from student teachers were examined when using the self-assessment tool. Finally, the extent to which SELFIEforTEACHERS is suitable for the self-assessment of digital competences of student teachers was considered. The study was conducted at two German universities offering teacher training programmes to ensure a comprehensive survey of the target group. In the quantitative part, the SELFIEforTEACHERS instrument was used, comprising 32 items reflecting different digital competences based on the DigCompEdu framework. An overall sample of n = 127 student teachers who had completed more than three semesters of their studies was surveyed. Additionally, thoughts about the instrument were collected from the participants using the thinking aloud method (nthink = 9). The data analysis revealed that, on average, student teachers assign themselves at competence level B1. However, the validity of this assessment raises questions, particularly regarding the assumption of equidistant competence levels and their relevance for student teachers. The qualitative results revealed that student teachers encountered challenges using the self-assessment tool, including problems with the terminology used and the hierarchical structure of the competence levels. The integration of qualitative and quantitative data provided partial validation of the results and enabled a comprehensive discussion of the suitability of SELFIEforTEACHERS for student teachers' self-assessment of digital competences. The study concludes with recommendations for refining the self-assessment tool to better meet the needs of student teachers and increase its validity in the context of teacher education.
Read less, learn more, sounds contradictory. I do not mean students should read less in general. PISA research (OECD, 2023) shows decreasing reading scores in many European countries, and reading literature is not only important for one’s reading competence, it also is fun. What I mean is what psychologist and philosopher William James already wrote in 1890: ¨The art of being wise is the art of knowing what to overlook¨ (James, 1890).
