Successfully solving reality-based tasks requires both mathematical and text comprehension skills. Previous research has shown that mathematical tasks requiring language proficiency have lower solution rates than those that do not, indicating increased difficulty through textual input. Therefore, it is plausible to assume that a lack of text comprehension skills leads to performance problems. Given that different sociodemographic characteristics and cognitive factors can influence task performance, this study aims to determine whether text comprehension mediates the relationship between these factors and competence in solving reality-based tasks. Additionally, it examines the impact of systematic linguistic variation in texts. Using an experimental design, 428 students completed three reality-based tasks (word count: M = 212.4, SD = 19.7) with different linguistic complexities as part of a paper-pencil test. First, students answered questions about the situation-related text comprehension of each text, followed by a mathematical question to measure their competence in solving reality-based tasks. The results indicate that: a) Tasks with texts of lower linguistic complexity have a significantly higher solution rate for both text comprehension (d = 0.189) and mathematical tasks (d = 0.119). b) Cognitive factors are significant predictors of mathematical solutions. c) Text comprehension mediates the relationship between the impact of students’ cultural resources and cognitive factors and their competence to solve reality-based tasks. These findings highlight the importance of linguistic complexity for mathematical outcomes and underscore the need to reinforce text comprehension practice in mathematical education owing to its mediating role.

This umbrella review aimed to synthesize variables that explain dropout among students in preschool, primary, secondary, and high school education. The study focused on peer-reviewed articles indexed in SCOPUS, Web of Science, and ERIC, identifying five systematic reviews that provided comprehensive insights. Key findings revealed individual factors, such as insufficient parental support, emotional and behavioral challenges, and substance use, play significant roles in influencing student dropout. Socioeconomic factors, including poverty, financial constraints, and social inequalities, were also identified as critical contributors. Additionally, institutional elements such as inadequate school infrastructure, insufficient teacher training, and a lack of culturally relevant resources emerged as barriers to student retention. This review highlights research gaps in political-legislative, sociocultural, and family determinants, longitudinal analyses, dropout interventions’ long-term effectiveness, and marginalized populations’ representation, limiting a comprehensive understanding of student dropout and effective policy development. Recommendations include targeted policies and interventions that foster inclusive and supportive educational environments, reduce inequities, and improve access to resources to minimize dropout rates among students in preschool, primary, secondary, and high school education.

The COVID-19 pandemic has significantly changed the global educational landscape, prompting a need to explore emerging literature on home learning, literacy development, and parental involvement. This study aims to contribute to Sustainable Development Goals (SDG) 4: Quality Education, and SDG 10: Reduced Inequalities, by examining these aspects in the context of the pandemic and beyond through a bibliometric analysis. The analysis depicts 416 publications from the Web of Science Database between 2014–2023. The study utilized co-citation and co-word analysis techniques to identify key research clusters and trends related to home learning and literacy development. The analysis revealed that parental involvement can help mitigate learning loss, supporting SDG targets for equitable and inclusive education. Key research clusters identified include the influence of socio-economic status on literacy outcomes, continuity of literacy practices, and the long-term effects of traditional versus digital home learning environments. The findings highlighted a consensus on the importance of a supportive home literacy environment for reading skills and overall academic success. The need for intervention programs targeting low-income groups to ensure equitable access to learning resources, aligning with SDG 10, was also identified through the study. The findings have practical implications for enhancing the home literacy environment, increasing parental involvement, and supporting early literacy interventions, providing valuable insights for education stakeholders, policymakers, and researchers in the post-pandemic era.