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

The role of artificial intelligence (AI) in education remains incompletely understood, demanding further evaluation and the creation of robust assessment tools. Despite previous attempts to measure AI's impact in education, existing studies have limitations. This research aimed to develop and validate an assessment instrument for gauging AI effects in higher education. Employing various analytical methods, including Exploratory Factor Analysis, Confirmatory Factor Analysis, and Rasch Analysis, the initial 70-item instrument covered seven constructs. Administered to 635 students at Nueva Ecija University of Science and Technology – Gabaldon campus, content validity was assessed using the Lawshe method. After eliminating 19 items through EFA and CFA, Rasch analysis confirmed the construct validity and led to the removal of three more items. The final 48-item instrument, categorized into learning experiences, academic performance, career guidance, motivation, self-reliance, social interactions, and AI dependency, emerged as a valid and reliable tool for assessing AI's impact on higher education, especially among college students.

This study aims to explore the relationship between proactive behaviors, teaching performance, and organizational support among vocational college teachers. Based on the theory of organizational support, we conducted a survey of 373 teachers from four vocational colleges in Shanxi Province, using scales for proactive behaviors, organizational support, and teaching performance. The results indicate that: (a) There is a significant correlation between teachers' proactive behaviors and teaching performance; (b) There is a significant correlation between teachers' proactive behaviors and organizational support; (c) Organizational support plays a significant mediating role in the relationship between teachers' proactive behaviors and teaching performance. This study enriches the application of organizational support in vocational colleges, providing empirical evidence for improving teachers' proactive behaviors in higher education institutions, which could be useful for central or local education policy decision-makers and implementing units. Additionally, this model could be further applied beyond vocational education to other contexts or policies, demonstrating both theoretical and practical significance.

Teachers' classroom practice encompasses diverse facets of teacher behavior. Understanding teachers’ classroom practice is important as the literature has been well documented its association with student, teacher, and classroom outcomes. Positive teacher-student relationships and proper classroom management, both are important aspects of teachers’ classroom practices, have been empirically linked to increasing student academic performance and reducing problem behaviors. This study explored patterns of teacher classroom practices across teacher-student relationships and classroom management and validated them using a person-oriented approach, k-means clustering, on three sets of data with over 600 participants. Using indicators of classroom assessment scoring system (CLASS), three distinct teacher profiles were identified: supportive, intermediate, and detached. Supportive teachers demonstrated high levels of teacher-student relationships and classroom management, while detached teachers showed low levels of both. Intermediate teachers fell between these two groups. The study also compared these profiles based on teacher self-efficacy, work stress, and classroom climate. Supportive teachers had the highest classroom climate scores, followed by intermediate and detached. Work stress was comparable for intermediate and supportive teachers, but both were lower than detached. No group differences were found for self-efficacy. This study contributes to the understanding of teacher behaviors with students in the lower grades.

Information and Communication Technology (ICT) brings modern learning approaches, forms and methods to education, and with them new opportunities for learning and teaching. The use of ICT in the classroom motivates students, enables them to participate, provides individualisation and differentiation, interactivity, and encourages creativity and critical thinking. Teachers play a very important role in this, as they are the ones who can provide students with a stimulating learning environment, including through the use of ICT. As Slovene (first language) is the subject with the most teaching hours in public primary schools in the Republic of Slovenia, we conducted an empirical study on the views of general and subject teachers of Slovene (N = 190) on the integration of information and communication technology in teaching. Teachers’ opinions were investigated through quantitative research. We found that teachers frequently use ICT in Slovene lessons, namely for repeating and consolidating learning material and for presenting new learning material, and that ICT is used most often in frontal forms of learning. Teachers mostly use LCD projectors, computers, interactive whiteboards, e-workbooks, audio recordings and videos. We also found that teachers are moderately satisfied with the available ICT equipment and e-materials, and that they feel moderately competent when it comes to using ICT in Slovene lessons. Teachers also used ICT during the COVID-19 epidemic. We also found that there are no statistically significant differences in the use of ICT between teachers teaching Slovene according to their teaching level, age and years of service.

This paper examines how peer mentoring strengthens teaching practices in Regular Basic Education considering the changes undertaken since the COVID-19 pandemics. Peer mentoring is an in-service teacher training strategy that includes mutual collaboration, learning and monitoring. In this systematic review, we retrieved 24 articles since 2020 from Scopus (8), Web of Science (8), Dialnet (5), Google Scholar (2) and SciELO (1) to find out about the benefits of peer mentoring. Our review was guided by the PRISMA criteria. We found that educational companionship has a positive impact on reducing knowledge gaps regarding new technologies through the exchange of experiences, promotes openness to criticism, as well as the interest in learning and unlearning, supporting learning self-regulation, and guarantees consultation, reflection, and agreement between members of the teaching communities. We conclude that peer mentoring fulfilled, to a large extent, its purpose of improving teacher performance as one of the keys to educational quality.

This paper explores information related to misconceptions and conceptual change during the last thirty years 1992-2022 to be used as a preliminary study in science education. This study used bibliometric analysis with the help of the Scopus database. This paper used a bibliometric analysis study with the Scopus database and the help of MS Excel, VosViewer, and Rpackage software to visualize the data obtained. The results of this research found that Indonesian researchers have contributed the most in terms of the number of documents published in Australia and the United States. Additionally, research on these two topics has decreased since 2019 due to the Covid-19 pandemic. In addition, these findings present trends in the areas of misconceptions and conceptual change that can be used as baseline data for future research. Studies related to misconceptions will continue to develop because they cannot be separated from the inside of education, whether at any level of elementary school, middle school, or college. This is an opportunity that must be taken advantage of by institutions and policies in an effort to improve and create quality of education, teacher resources, and students.

The transition to adulthood involves not only the acquisition of professional skills but also the development of social and emotional competencies that enable individuals to fully integrate into society. The educational program "We all are campus" of the University of Murcia focuses on preparing young people with intellectual disabilities for the ultimate goal of employment. In this study, 30 family members or guardians of people with intellectual disabilities (PcDI) participated and were consulted about their perceptions of this educational program. The research was conducted using a mixed qualitative methodology, adopting a case study approach. The main results indicate that the training received by the students improves aspects such as their interpersonal relationships and development. In addition, it is relevant to highlight that the family members emphasize an increase in maturity and the knowledge of the people with intellectual disabilities who attended the program "We all are campus". It is concluded that there are several aspects that are relevant to the families, among them, the optimism and support that their relatives need in the face of the uncertainty of their future.

The 21st century marks a world where scientific, humanistic, technological, and societal issues are integrated. The complexity caused by the reciprocal effects among technology, engineering, cultural, and social values raises new ethical problems. This study addresses recent increased attention to the relationship between ethical awareness and engineering identity factors. Participants in this study were 246 undergraduate engineering students enrolled in a research university located in the northeast U.S. Bivariate correlation and ordinary least squares regression were conducted. Bivariate correlations showed that ethical awareness was positively correlated to engineering interest, engineering recognition, and engineering performance/competence, which are the three factors of engineering identity. The OLS regression showed the r2 value for the computed regression equation indicated that there was a non-zero relationship between the set of all independent variables (engineering identity factors, gender, ethnicity, years in school, and first-generation status) and the dependent (ethical awareness) and that the final set of independent variables accounted for approximately 22% of the variation in the dependent variable, Ethical Awareness. Undergraduate engineering education is a key to ensuring engineers will uphold the ethical values of the profession. This study contributes to the practical value of engineering ethics awareness by affirming that engineering identity is sound and should be applied in practice.

Although research on ethnomathematics has been widely carried out, there is still little empirical evidence reporting the mapping and trends of ethnomathematical research in Scopus-indexed journals. The purpose of writing this article is to map trends in ethnomathematical research in Scopus-indexed journals in the range from 1986 to 2022. The fundamental tenet of ethnomathematics is to study, appreciate, and exclusively take into account the application of mathematics by ethnic groups. In other words, in understanding mathematics to look attractive, it is necessary to make a connection between everyday life and the realm of abstract mathematics. Scopus is a resource for further research, identifying scientific uniqueness and gaps. This study uses bibliometric analysis methods using VOSviewer, article searches using Publish or Perish (version 8), and SEforRA applications. Bibliometric research provides a reliable and impartial way to gauge the contribution of an article to knowledge advancement and is a tool that is often used to analyze trends and performance on certain subjects. These findings reveal an increasing trend in ethnomathematical research and identify some topics or keywords that could form the basis for additional studies. In conclusion, for future studies, bibliometric analysis will provide information and knowledge about the evolution of ethnomathematical research.

The research on the pedagogical knowledge of teachers in technological education arises from the need to address the problem of pedagogical practices, which are traditional. The classes are at the graduate level, focusing on lecturing the student while the student remains with a passive attitude. It is believed that making explicit that teachers' pedagogical knowledge will allow reflection and awareness, thereby transforming pedagogical practices. Therefore, the objective is to understand the teachers’ constructions on pedagogical knowledge in technology programs in Plant Operations and Industrial Instrumentation of the Faculty of Engineering in order to reconstruct it theoretically, as well as identify its characteristics and trace action routes for teacher training. In this way, it allows education to be accessible to low-income and resource-poor populations, whose purpose is to strengthen the productivity and competitiveness of the economy through the training of human talent according to the needs of the working sector in a unique context. This research uses grounded theory as a methodological tool for data processing. In this sense, data collection procedures such as in-depth interviews were conducted with 16 teachers and seven of them were related to the industry. Whereas, 9 were linked to the teaching(educational) sector including elementary, high school and college level. The results showed differentiated, and socially constructed pedagogical knowledge that responds to teachers’ nature in a particular context. These results contribute to consolidate a broad vision about the pedagogical knowledge’s characteristics that the teacher builds.

Writing is a complex activity. If a child’s preparation for writing, which begins to develop in the preschool years, is poor, this can inhibit writing and cause problems. Because children are expected to know how to hold a pencil correctly, how to sit correctly while writing, and how to prepare and adjust the writing surface without planning, this study seeks to determine how first graders are prepared for writing in terms of selected biomechanical and ergonomic factors at the beginning of the school year. The goal was to determine whether there are any differences between students according to sex and handedness and if there is any connection between basic pre-writing skills and the ergonomic suitability of furniture (table and chair size). An empirical study was conducted involving 246 first graders from randomly selected public primary schools in Ljubljana, Slovenia, and fifteen of their female teachers. The results of the research showed that inadequate furniture size affects how students sit and that there are statistically significant differences between the positions of the writing surface for right-handers and left-handers. The research did not show a correlation between posture and pencil grip, but it is very likely that it would have been demonstrated in a larger sample. No sex differences were found between pencil grip, writing surface position, and posture; no connection between handedness, pencil grip, and posture; no connection between pencil grip, poor posture, and writing surface position; and no connection between posture and ergonomically appropriate school desks and chairs.

The main thrust of the study was to explore the third-year English student’s sentiments on the application of the artificial intelligence (AI)-integrated paraphrasing tools. Specifically, it aimed to investigate the benefits and drawbacks brought by AI paraphrasing tools towards the writing skills of the students. The investigation utilized a semi-structured interviews with an open-ended questionnaire using an audio-video recorder. The data gathered were interpreted using the Thematic Analysis of Braun and Clarke. The study was carried out at one of the campuses of a state university located at Candijay, Bohol, Philippines. Using the Purposive sampling technique, twelve (12) respondents provided information on the research endeavor. The findings revealed that students had a positive opinion of AI-integrated paraphrase tools: they saw them as helpful resources that significantly improve their academic writing process; it includes plagiarism reduction, efficiency, and timesaving, and aids in rephrasing text. The findings also revealed the risks and issues of using AI-integrated paraphrasing tools, such as Prone to plagiarism, automated suggestions dependency, and loss of original meaning and context. With that, the students showed how they deal with those risks and issues, including as responsible users and thorough editing and reviewing. In accordance with the study, students are encouraged not to rely excessively on AI-integrated paraphrase tools, even though they can improve their writing abilities. This research emphasizes that students play a pivotal role in ensuring the appropriateness of texts generated by AI-integrated paraphrasing tools by mastering the art of proper paraphrasing.

This study evaluates the effectiveness of a twelve-week Inquiry-Based Science (IBS) program on enhancing science process skills and scientific knowledge among preschool children in Morocco. Conducted in a quasi-experimental setting, it involved 105 children (M = 60.46 months, SD = 4.32), with 37 in the IBS group and 68 in the control group. The program utilized the 5Es instructional model and the Engineering Design Process (EDP) to engage children in active, hands-on learning experiences. Statistical analysis demonstrated that the IBS group achieved substantial improvements in both science process skills and scientific knowledge relative to the control group, with between-group effect sizes (Cohen’s d) ranging from 1.02 and 2.31. These findings highlight the significant impact of structured inquiry-based approaches in early childhood education. The study underscores the need for integrating such methods into the preschool curriculum to foster scientific understanding and skills from a young age, thereby better preparing Moroccan children for future academic and professional challenges. The results advocate for educational stakeholders to consider adopting inquiry-based learning frameworks to enhance the overall quality of early childhood education in Morocco.

Teachers’ access to technology in this day and age could have a positive effect on the teaching and learning of English first additional language (EFAL). This qualitative interpretive case study explored how limited access to technology resources affects the teaching practices of Intermediate Phase EFAL teachers in rural schools in Limpopo, South Africa. This study, underpinned by the Technology Acceptance Model (TAM), conducted semi-structured interviews to collect data from ten EFAL teachers who were purposively sampled. Thematic analysis was used to analyse the data. The study revealed that three of the ten EFAL teachers sampled integrated technology into their teaching despite challenges such as insufficient projectors, lack of learners’ smartphones and data bundles, and Internet connectivity. However, the other seven sampled participants did not use technology, citing a lack of digital tools and knowledge as a contributing factor. The study concludes that the lack of resources contributed to limited or no use of technology and the motivation to integrate technology into their lessons. Based on these findings, it is recommended that technological resources that can help EFAL teachers with digital teaching be made available so that they can integrate them to assist learners in developing language skills. Furthermore, in-service training and ongoing support should be provided to EFAL teachers to give them knowledge and skill to use available technology resources effectively.

This pilot study is part of a larger “Decolonization of Digital Learning Spaces” project, which aims to develop research tools for communities that are remote and/or excluded geographically, politically, economically, socially, culturally, and linguistically. The project’s ultimate goal is to work alongside these communities to design their own digital learning tools, networks, and online educational environments by accessing and leveraging their knowledge and skills. Testing the single-criterion card sorting method is the first step toward this goal. Card sorting is an easy, enjoyable, and cost-effective method for data collection and analysis, particularly for researchers working in remote areas with limited access to electricity or the Internet. The pilot explored single-criterion card sorting as a method to elicit knowledge from two diverse cultural and linguistic groups engaged in learning activities within their communities. These groups were from a Deaf and Hard of Hearing (DHH) community in Canada (engaged in a bow-making workshop) and a rural Kabyle community in Algeria (engaged in a traditional cooking lesson). Despite low participant numbers, distinct patterns emerged, indicating the method's effectiveness. The results, though anticipated, were non-random, demonstrating the potential of card sorting in producing patterns indicative of how individuals and/or communities categorize their world(s). Kabyle sortings focused on ingredients, highlighting older individuals as teachers passing along knowledge, while the DHH sortings emphasized face-to-face contact and hand movements in communication. The findings, though modest, established relationships, provided insights into the research context and offered logistical understanding, paving the way for further work with DHH and Kabyle communities towards the design of digital learning spaces.

In today's uncertain world events, it is necessary to promote volunteering from early education. Therefore, it is important and necessary to introduce such extracurricular activities from the first grade of primary school. In the Republic of Croatia, there are various humanitarian organizations that gladly accept any kind of help. Therefore, we need to find teachers who will use their influence to motivate children for humanitarian action and make them aware of the importance of empathy and helping others on a daily basis. This study shows the activities of first-graders to fourth-graders of primary school in the Republic of Croatia. The school curricula in 21 Croatian counties were randomly analysed, and the results are represented in this study. The results show that teachers who organize volunteer activities for their students have a greater level of agreement with the statements that a positive attitude of teachers about volunteering encourages volunteer activities in school. It also helps to enrich the school prevention program by establishing a volunteer club within the school, where volunteering should be encouraged in the classroom class. Volunteering should be encouraged at the school's Student Council, and volunteering should be planned in the school curriculum for participants who do not organize volunteer activities for their students. It can be concluded that teachers have positive attitudes about volunteering within the school. However, participants show significant differences in attitudes regarding gender and personal experience of volunteering.