Teachers' professional performance is strongly influenced by their psychological well-being, their ability to adapt to unstable and uncertain situations (especially in wartime), and their capacity to use effective strategies to manage and overcome stress. This study explored the relationships between teachers' psychological well-being, coping strategies, and intolerance of uncertainty. The Ryff Scales of Psychological Well-Being (PWB Scale), The Mental Health Continuum–Short Form (MHC-SF), The Intolerance of Uncertainty Scale–Short Form (IUS-12), Brief COPE Inventory (Brief COPE) were administered with a sample of 1936 teachers of primary and secondary school from Poland (n=927) and Ukraine (n=1009). The results showed that the psychological well-being of Polish and Ukrainian teachers is positively correlated with problem-focused coping (in particular, with active coping, positive reframing, planning, and use of instrumental support) and emotion-focused coping (such as the use of emotional support, humor, acceptance, and religion). A negative correlation was found between teachers' psychological well-being and avoidant coping (such as denial, substance use, behavioral disengagement) and intolerance of uncertainty (prospective anxiety, inhibitory anxiety). A multiple regression analysis was used to identify statistically significant predictors of psychological well-being for teachers in Poland and Ukraine. As a result, both common and distinct factors that influence teachers' psychological well-being were identified, considering the socio-cultural differences that arise from the unique characteristics of the education systems in each country and the sensitivity of teachers' well-being to various socio-political changes. The findings can be used in developing programs that support teachers' psychological well-being and create conditions conducive to enhancing their professional functioning.

Developing students' competency in constructing scientific explanations is a critical aspect of science learning. However, limited research has been conducted to explore the role of Generative Artificial Intelligence (Gen AI) in fostering this competency. Moreover, the factors influencing this competency development in the Gen AI-assisted learning environment remain underexamined. This study aimed to compare students' competency in constructing scientific explanations before and after participating in phenomenon-based learning with Microsoft Copilot and to investigate the factors influencing the development of this competency. A pretest-posttest quasi-experimental design was employed with 23 eighth-grade students from an all-girls school in Thailand. The research instruments included lesson plans for phenomenon-based learning with Microsoft Copilot, a competency test for constructing scientific explanations, and a mixed-format questionnaire. The results from the Wilcoxon Signed-Ranks Test revealed a statistically significant improvement in students' competency in constructing scientific explanations after the learning intervention (Z = 4.213, p < .001). Thematic analysis identified four key factors contributing to this development: (a) the role of Microsoft Copilot in enhancing deep understanding, (b) connecting theories to real-world phenomena through learning media, (c) collaborative learning activities, and (d) enjoyable learning experiences and student engagement. These findings suggest that the integration of Gen AI technology with phenomenon-based learning can effectively enhance students’ competency in constructing scientific explanations and provide valuable insights for the development of technology-enhanced science education. 

This study examined the effect of workplace spirituality and person-organization fit on faculty turnover intention in Indonesian universities, with employee engagement as a potential mediating variable. The research involved 1026 faculty members from both public and private universities in Indonesia, with at least one year of teaching experience. A quantitative survey design was employed. Data were collected through questionnaires administered directly to respondents or via online communication channels. The findings revealed that both workplace spirituality and person-organization fit significantly reduced faculty turnover intention. Furthermore, it has been proven that employee engagement acts as a mediator in this relationship. Universities that foster workplace spirituality and ensure a good person-organization fit can enhance faculty engagement, ultimately leading to lower turnover intentions. To increase engagement and reduce turnover, this research highlights the importance of fostering workplace spirituality within universities and ensuring that faculty members are well-suited. It contributes to knowledge of faculty retention strategies in higher education. The study acknowledges its limitations, including a cross-sectional design and reliance on self-reported information. Future research using longitudinal designs is recommended.