Cell biology poses representational challenges for high school students because cellular structures are microscopic, spatially complex, and difficult to understand through static two-dimensional diagrams. This study examined whether a structured virtual reality (VR)-supported biology intervention using the BIO-VR application could improve grade 10 students’ conceptual understanding of eukaryotic cell structure and function while also developing their digital competence. A two-phase quantitative design was employed in Hanoi, Vietnam. The preliminary phase surveyed 40 biology teachers and 305 grade 10 students to assess information and communication technology and VR readiness. The intervention phase used a quasi-experimental nonequivalent control group design with two intact grade 10 classes (N = 84). Digital competence was examined descriptively within the VR group. Students’ self-assessments and teacher observations showed upward shifts across four rubric dimensions: device operation, information seeking and evaluation, digital safety, and technical problem-solving. The study demonstrates that theory-informed, teacher-guided VR integration can enhance conceptual understanding and was associated with descriptive within-group shifts in digital competence in secondary biology, offering an implementation model for immersive learning in Vietnamese upper secondary education.
This study comparatively examines the science curricula of Germany, Ireland, and Türkiye within the scope of comparative education. Using document analysis as a qualitative research method, the study analyses the curricula in terms of aims, learning areas, learning outcomes, instructional strategies and assessment approaches. The analytical framework of the study was constructed through an integration of curriculum theory, comparative education perspectives, and a cognitive categorization approach adapted from Haladyna’s (1997) work. While Haladyna’s (1997) framework was originally developed for test item classification, it is employed in this study exclusively as an interpretive heuristic to categorize the cognitive demands reflected in curriculum outcomes. This adaptation serves as one component of a broader, multidimensional curriculum analysis, rather than a standalone theoretical framework, thereby ensuring a nuanced interpretation of pedagogical directives. Findings indicate that the science curricula of Germany and Ireland are structured around student-centered, inquiry-based and interdisciplinary approaches that support scientific process skills and higher-order thinking. In Türkiye, the curriculum emphasizes scientific literacy within a constructivist framework, while its implementation is shaped by a centralized governance structure and large-scale examination practices designed to ensure system-wide standardization. These differences are associated with curriculum design, educational governance, teacher roles and evaluation systems. The study offers comparative insights into curriculum reform, teacher development and science education policy.
This study investigated the impact of Kahoot game‑based learning on grade 12 life sciences learners’ anxiety, engagement, and academic performance in genetics in selected schools in the Oliver Reginald Tambo Coastal District. Framed within the self‑determination theory, the constructivist learning theory, and the control-value theory, the study employed an explanatory sequential mixed‑methods design. The study combined a quantitative pre-/post-test (n = 200 learners across 4 schools) with qualitative inquiry. Instruments included interviews, classroom observation, the science anxiety scale (SAS), and the test on genetics (TOG) questionnaires. Quantitative results showed a statistically significant improvement in TOG achievement (pre mean [M] = 34.02, standard deviation [SD] = 11.02; post M = 64.54, SD = 20.89; paired t (199) = -18.24, p < 0.001; dz = 1.29), while overall science anxiety (SA) totals remained essentially stable (pre M = 29.45, SD = 3.19; post M = 29.71, SD = 2.10; p = 0.319). Qualitative findings showed that learners and teachers reported reduced anxiety during Kahoot activities, improved engagement, and clearer identification and correction of misconceptions when Kahoot responses were followed by teacher explanation. Although the SAS score shows no significant difference in SA, observation indicates otherwise. These findings indicate that Kahoot can substantially enhance genetics learning when embedded within reflective, teacher-mediated formative cycles and when infrastructural and facilitation challenges are managed. The study concludes with recommendations for inclusive facilitation, structured strategies, and further research that distinguishes between situational and SA and examines the longer-term retention of science concepts.
One of the fastest growing areas within international education research is science, technology, engineering, and mathematics (STEM) education. This review uses a bibliometric mapping approach on 7,569 indexed documents (comprising research articles, conference papers, review articles, and other document types) available in Scopus between 2006-April 2026. Keyword co-occurrence network mapping (VOSviewer) and descriptive bibliometric analysis (bibliometrix) were used to characterize the field’s intellectual structure, thematic clusters, key researchers, journals, and national contributions. Coverage was cross-validated against Web of Science. Analysis demonstrates exponential publication growth – regression-based compound annual growth rate (CAGR) (2006-2025) of approximately 11.4% and endpoint-to-endpoint CAGR (2006-2025) of approximately 17.2%, significantly higher than estimated 3-5% normal growth rate in publications – and citation impact. USA, China, and Turkey have emerged as the dominant publishers, while the International Journal of STEM Education rapidly gained central role in the field, after its launching in 2014. The six thematic clusters that emerge from keyword co-occurrence analysis include, the concept of an integrated curriculum/pedagogy, themes focused on equity and access, teacher preparation and professional development, specific disciplinary foci within STEM, focus on technology in the classroom and a core conceptual cluster. The research traces four temporal phases (2006-2009, 2010-2014, 2015-2018, and 2019-2026) of STEM education, highlighting shifts from tightly focused discipline-centered discussions to holistic approaches that focus on integrated and design-based pedagogies and equity in the classroom and a rise in topics centered on generative AI and computational thinking starting in 2023. The results inform curriculum designers, policymakers, researchers and teacher educators. Limitations of the research agenda include limited coverage from the Global South and fragmented disciplinary research synthesis which warrant a research agenda that can support a broader geographically and intellectually integrated discussion of STEM education.
Universities can build climate literacy and foster student participation in mitigation and adaptation, yet evidence that directly informs curriculum and pedagogy remains limited. This study examined university students’ perceptions of climate change occurrence and attribution, their level of concern, and their intended involvement in mitigation and adaptation. A cross-sectional survey captured responses from 1,002 students and included measures of perceived occurrence and causes of climate change, perceived risk, and intention to engage in mitigation and adaptation activities. Analyses included descriptive statistics, independent-samples t-tests, one-way analysis of variance, and multiple regression. Results indicated generally moderate awareness of climate change and high concern about associated risks. A smaller subgroup reported low awareness and low concern. These findings suggest curricular strategies that enhance climate literacy, foster evidence-based reasoning about mechanisms and impacts, and provide structured opportunities for practice-oriented action, with targeted outreach to students who exhibit low awareness. The study advances understanding of student perceptions that matter for course and program design. It outlines actionable directions for universities that seek to embed climate competencies across general education and discipline-specific pathways.
Understanding how pre-service mathematics teachers construct and connect mathematical objects in digital environments remains a persistent challenge in mathematics teacher education. Grounded in the onto-semiotic approach (OSA), this study examined whether pre-service teachers’ technically correct GeoGebra constructions of trigonometric functions reflect genuine mathematical understanding, or whether such performance depends on further factors, including how far representations are connected across registers and the quality of mediation the tool affords. Indonesian pre-service mathematics teachers completed GeoGebra-based trigonometric function tasks; data were drawn from written responses, GeoGebra construction files analyzed at the file-structure level, and semi-structured interviews with participants selected for contrasting performance. Results reveal a three-tier proficiency structure, with only a small subset of participants connecting mathematical representations across multiple registers, evidence that technically correct performance does not necessarily indicate procedural mastery. Notably, even the highest-performing participant, once interviewed, revealed an unresolved difficulty translating phase shift between angular and coordinate representations, an obstacle invisible in written work alone. Tool use remained predominantly practical rather than exploratory, suggesting a possible role for instructional guidance in deepening engagement with GeoGebra.
Science literacy is a key competency in 21st century education; however, empirical evidence capturing its domain-specific distribution in Indonesian elementary education remains limited. Adopting a beyond assessment perspective, this study aims to (1) quantify students’ science literacy levels, (2) compare these levels across regions, and (3) analyze performance across core competency domains. A descriptive quantitative survey was conducted with 600 grade IV to grade VI students selected through stratified multistage random sampling. A program for international student assessment-based instrument was used to assess three domains: explaining scientific phenomena, designing and evaluating investigations, and interpreting scientific data and evidence. Data were analyzed using descriptive statistics and one-way analysis of variance. The results indicate that students’ science literacy is at a moderate level, with no statistically significant differences across regions. However, domain-specific analysis reveals notable disparities: students perform relatively well in explaining scientific phenomena but demonstrate weaker competencies in designing investigations, interpreting data, and applying scientific concepts in real-life contexts. These findings suggest that science literacy challenges are systemic rather than region-specific, reflecting limitations in higher-order reasoning and inquiry-related skills. Moving beyond descriptive measurement, this study provides a domain-specific and context-sensitive profile of science literacy, offering evidence to inform instructional practices, assessment reform, and policy development.
Problem posing has become a central pedagogical and cognitive process in mathematics education, enhancing students’ conceptual understanding, metacognitive regulation, and creativity. Despite its growing prominence, the literature remains fragmented and lacks integrative syntheses. This study analyzes 440 peer-reviewed articles published between 1984 and 2025 and indexed in the Web of Science, using the preferred reporting items for systematic reviews and meta-analyses-guided bibliometric and thematic analysis supported by VOSviewer and Bibliometrix. The analysis examines publication trends, keyword co-occurrences, thematic clusters, and patterns of international collaboration. The results show a sharp increase in problem posing research since 2010, with dominant themes related to teacher education, cognitive processes, instructional design, and mediated learning environments. Emerging lines of inquiry include technology-supported problem posing, gamified contexts, and creativity-oriented approaches, which appear alongside established pedagogical and theoretical frameworks. Grounded in constructivist, metacognitive, creative, and sociocultural perspectives, the study maps the intellectual structure of the field and outlines strategic directions for future research, curriculum development, and teacher education. The findings indicate that problem posing functions as a multidimensional and interdisciplinary approach to supporting mathematical thinking across diverse learning contexts.
Students’ difficulties in understanding geometric structures and spatial relationships remain a major challenge in mathematics education. This study investigated the effects of interactive geometry simulation (IGS) and examined how cognitive load (CL), collaboration (Col), and enjoyment (EJ) relate to students’ spatial conceptual understanding (SC) in solid geometry learning. A quasi-experimental pre-/post-test control group design was conducted with 108 sixth-grade students. Data were collected through conceptual understanding tests and perception questionnaires and analyzed using repeated measures analysis of variance, multivariate analysis of variance, and correlation analysis. Results revealed a significant interaction effect between instructional group and time, F (1,106) = 10.172, p < .001, η² = .108, indicating greater learning gains among students using IGS. The experimental group reported significantly higher Col, EJ, and SC, while CL remained comparable. EJ showed the strongest association with SC (r = .566), followed by Col (r = .314). These findings provide novel evidence of the integrated roles of cognitive, social, and affective processes and inform the design of engaging simulation-based geometry instruction.
Algebra achievement remains a persistent challenge in secondary mathematics education, and although gamified instruction has shown promise, evidence for its effectiveness across national contexts remains limited. This study investigated the cross-national effectiveness of AlgeUno, a classroom-based gamified algebra intervention, among secondary school students in Indonesia and Malaysia, two comparable Southeast Asian educational contexts selected because they share regional and curricular similarities while differing in instructional and classroom conditions that may shape intervention responsiveness. AlgeUno is a classroom-based gamification approach that adapts the mechanics of the UNO card game into structured algebra problem-solving activities. A quasi-experimental pre-/post-test design was implemented with 62 secondary students (Indonesia: n = 31; Malaysia: n = 31). A 2 (time: pre-test vs. post-test) × 2 (country) × 2 (gender) mixed-design ANOVA and subsequent ANCOVA were conducted to evaluate intervention effects while controlling baseline differences. Results revealed a highly significant main effect of time, F (1, 58) = 695.69, p < .001, η²p = .923, indicating substantial improvement in algebra achievement following the intervention. Significant time × country and time × gender interactions suggested moderate variations in gain magnitude across contexts and gender groups. After controlling for pre-test scores, country differences remained significant, F (1, 57) = 5.65, p = .021, η²p = .095, while gender differences were not significant. However, a significant country × gender interaction indicated context-specific gender dynamics. The findings show that AlgeUno is a robust classroom gamification intervention for improving algebra learning across both settings, while also indicating that its effectiveness is conditional on baseline readiness and contextual implementation factors. These results support the use of structured gamified algebra instruction as a promising cross-context strategy, with evidence that structured classroom gamification can produce substantial learning gains while remaining sensitive to contextual and demographic factors.
This study investigated the effectiveness of a mathematics instructional unit designed to enhance creative thinking skills among elementary students. Adopting a quasi-experimental one-group pre-/post-test design, the research involved 22 third-grade female students in Dammam, Saudi Arabia. Results indicated statistically significant improvements in students’ performance on the creative thinking skills in mathematics test across fluency, flexibility, and originality, as well as in overall scores, favoring the post-test. These findings demonstrate the unit’s effectiveness in fostering creative thinking. The study recommends revising elementary mathematics curricula to integrate enrichment activities that nurture creativity and emphasizing the teacher’s role in creating an engaging classroom environment that encourages idea generation and innovation.
This study aimed to reveal the effect level of use of materials in educational processes on students’ mathematics achievement. This study employed meta-analysis to quantitatively synthesize evidence from 75 experimental and quasi-experimental studies, providing a systematic evaluation of the effectiveness of educational materials. The results indicate that use of materials for educational purposes is an effective method for increasing students’ mathematics achievement, with a statistically significant overall effect size of .48. The study yielded that as the publication year increased, the effect of material use on student achievement also increased, articles reported higher effect sizes than dissertations/theses, quasi-experimental studies yielded higher effect sizes than experimental studies, the level of effect sizes varied between different learning domains, material use had the biggest effect on student achievement in collectivist countries, and studies with interventions by researchers yielded higher effect sizes. This study offers a comprehensive meta-analytic synthesis of 75 studies on the use of educational materials in mathematics education, demonstrating that material use is an effective approach for enhancing students’ mathematics achievement.
Science education in Latin America continues to face persistent challenges, including low student performance and limited teacher preparation in computational thinking (CT). Inquiry-based science education has emerged as a promising framework to enhance student engagement and critical thinking. This cross-sectional study explores Latin-American science educators’ conceptions of inquiry-based teaching and learning, CT, modeling, and technological self-efficacy (TSE), and examines how these conceptions relate to their epistemological perspectives. Survey responses from 188 in-service science educators across 12 Latin-American countries were subjected to exploratory factor analysis to derive latent constructs and analyzed using descriptive statistics and k-means clustering to identify the educators’ epistemological profiles. The analyses yielded three profiles—traditional, post-Kuhnian, and inquiry-driven—showing distinct patterns across inquiry, modeling and CT conceptions, and TSE. Across the sample and within profiles, higher TSE and more informed conceptions of CT were associated with greater self-reported use of inquiry-oriented approaches. At the same time, misconceptions about CT and limited technological confidence emerged as barriers to integration. These findings suggest that professional development should be differentiated by educator profiles, with an emphasis on strengthening TSE and clarifying the role of CT within inquiry-based science instruction to support more effective classroom integration across Latin America.
The integration of artificial intelligence (AI) into science, technology, engineering, and mathematics (STEM) education is transforming teaching methods worldwide. In Africa, this change presents major opportunities along with notable challenges. This conceptual paper critically explores the philosophical and critical perspectives of how AI can be incorporated into STEM curriculum design within African education systems to enhance teaching and learning outcomes. The paper adopts a dual-theory approach using the artificial intelligence technological pedagogical content knowledge (AI-TPACK) framework and Paulo Freire’s critical pedagogy theory. These frameworks guide the analysis of how AI can be aligned with curriculum goals, teaching strategies, and student needs, while ensuring ethical and culturally responsive integration. A conceptual and interpretive research design is foregrounded, supported by a narrative literature review, and is employed to generate theoretical insights rather than empirical findings. AI tools, including intelligent tutoring systems, adaptive learning platforms, automated assessment tools, and generative content applications, can personalize instruction, encourage problem-solving and critical thinking, and provide real-time feedback to both students and teachers. In environments characterized by overcrowded classrooms, limited educational resources, and unequal access to quality learning, AI offers scalable, data-driven approaches to improve STEM education. By integrating AI, education systems can work toward reducing learning gaps and promoting the development of future-ready skills aligned with the needs of the 4th Industrial Revolution. The paper recommends the development of culturally relevant, inclusive, and ethically grounded strategies to guide AI integration in STEM education across Africa. These approaches should address infrastructural gaps, teacher capacity, and contextual diversity to prevent the reinforcement of educational inequities.
This qualitative study explored pre-service teachers’ conceptual understanding of isometric drawing (ID) and the challenges they encounter when engaging with it. This enquiry was necessitated by the persistence of poor performance in ID, which constitutes a significant portion of engineering graphics and design (EGD) grade 12 examination paper two. This study was conducted to examine pre-service teachers’ understanding of ID, challenges experienced in conceptualizing ID, and the strategies they employ when engaging in ID. This may alleviate poor performance and enhance how pre-service teachers conceptualize ID. With constructivist learning theory by Vygotsky underpinning this study, 40 EGD first-year pre-service teachers were purposively selected to participate in this study. Data was collected through focus group interviews and analyzed using the six-step thematic analysis by Braun and Clarke (2006) to identify patterns and trends in pre-service teachers’ responses. The findings suggest that pre-service teachers possess a sound conceptual understanding that ID involves translating two-dimensional orthographic views into a three-dimensional figure. The findings further revealed that pre-service teachers favor the box method, which provides a geometric framework for students to work more effectively, especially those with developing spatial visualization skills. The emerging findings underscore the need for scaffolding approaches such as the box method to be employed, as it demonstrated efficacy for students with lower baseline spatial abilities.
Flow chemistry is a popular method in both chemical industry and research but theoretical and practical learning opportunities for future chemists at university are scarce. To address this gap, we designed and evaluated experiments for a laboratory course of a master’s program integrating current research questions with elements of inquiry-based learning. The laboratory course was developed and investigated within a participatory action research (PAR) design. This paper presents the results of students’ pre- and post-surveys on students’ perceived learning opportunities, research skills, and learning objectives. The findings indicate positive changes in students’ self-assessed research skills and the inquiry-based elements of the designed flow lab were perceived as conducive to learning. Students’ self-assessment of learning objectives achieved also improved. Following the principles of PAR, two iterative cycles of an innovative laboratory course were implemented and evaluated. This study contributes to research on curriculum innovation in higher education by providing empirical insights into the design and development of research-based laboratory courses in flow chemistry.
Engineering education in virtual environments leverages digital technologies to deliver engineering knowledge remotely. While many studies address this topic, specific bibliometric research remains limited. This study explores research trends through a bibliometric analysis guided by PRISMA-2020, using data from Scopus and Web of Science. Results revealed a cubic polynomial growth, with 2021 and 2022 as prominent years. Key thematic references included Stefanovic, Computer Applications in Engineering Education, the United States, and Indonesia. Thematic evolution advanced from distance learning to emerging concepts such as experiential learning and mental cutting test. The keyword co-occurrence network emphasized the significance of e-learning, massive open online courses, and software engineering. Identified research gaps point to the need to examine the impact of virtual teaching on practical skill development and to explore the integration of augmented reality. Overall, the study offers a strong foundation for future research, aiming to enhance engineering education in digital and virtual environments.
Environmental attitudes and awareness are very critical in determining the conduct of people and the society in the management of the environment. It is crucial to comprehend these attitudes as well as factors affecting them to design adequate measures for increasing consciousness of the environment. Currently, this manuscript provides a systematic bibliographic review of environmental attitudes and awareness based on the Scopus database which encompasses 63 articles within the 2010-2024 period. Environmental attitudes are now recognized as having a central role to play in addressing environmental problems, which explains the growing scholarly interest in this area. Using data from the past fourteen years, the study highlights the leading authors, countries, institutions, and funds involved in research to offer information on the geographical distribution of the research activity. The geographical locations of the published articles also reveal areas of higher research productivity depending on the capability of the regions in terms of academic and research activities. To date, some of the best-ranked universities have revealed themselves as the pioneer universities because they consistently generate significant research outputs in this field. Funds for research have been made from several national and international bodies which have worked as a backbone to the studies and helped in yielding the results. The results of this bibliometric analysis thus provide relevant information regarding the state of research literature on environmental attitudes and awareness. The said trends and patterns form a basis for future research agenda and the creation of better strategies for enhancing the appreciation and embrace of environmental issues. Thus, understanding the factors that determine environmental attitude and behavior can assist people and communities in making better choices for a sustainable environment.
This study examined the impact of Plickers-supported formative assessment on grade 11 advanced mathematics students’ achievement and learning experiences in trigonometry. Addressing persistent challenges in conceptual understanding and procedural accuracy in trigonometry, the study used a quasi-experimental pre-/post-test design with two intact classes (n = 42) from a government secondary school in the United Arab Emirates. The experimental group received trigonometry instruction integrated with Plickers, whereas the control group was taught using traditional methods. Quantitative data were collected using a weighted multiple-choice trigonometry achievement test with established content validity and acceptable internal consistency. Qualitative data were gathered through an open-ended student questionnaire and analyzed thematically to capture learners’ experiences. Quantitative results showed that students in the Plickers group significantly outperformed peers in the control group on the post-test, with a large effect size, even after controlling pre-test performance. Qualitative results indicated that students perceived Plickers as enhancing engagement, participation, immediate feedback, confidence, and psychological safety, particularly through anonymous whole-class responses and rapid error identification. Some students noted pacing challenges, underscoring the importance of instructional calibration. The findings suggest that Plickers, when embedded within a coherent formative assessment cycle, can meaningfully enhance both cognitive and affective learning outcomes in advanced trigonometry. The study recommends the strategic integration of low-threshold response systems to support diagnostic feedback, equitable participation, and instructional responsiveness in upper-secondary mathematics classrooms.
The development of students’ problem-solving skills is a key focus in mathematics education; however, limited research has examined the effect of problem-posing activities on students’ perceptions. This study aimed to investigate the impact of problem-posing activities on middle school students’ perceptions of problem-solving and to explore teachers’ views on students’ problem-solving skills. An exploratory sequential mixed-methods design was employed. In the qualitative phase, semi-structured interviews were conducted with 20 mathematics teachers using purposive sampling. Based on these findings, instructional activities were developed and implemented in a quasi-experimental pre-/post-test design with 50 eighth-grade students (23 experimental and 27 control) selected through convenience sampling in a public middle school in southern Turkey. Qualitative data were analyzed descriptively, while quantitative data were analyzed using ANCOVA. Results indicated that, based on teachers’ views, students experienced difficulties in strategy use and knowledge transfer. In addition, quantitative findings revealed that problem-posing activities had a significant effect on students’ problem-solving perceptions (F[1, 47] = 30.989, p < .01, ηp² = .40). These findings suggest that problem-posing activities may contribute to the development of students’ problem-solving perceptions and could be considered in instructional planning.
