This complex personality trait serves as the main topic of our paper due to the increasing prevalence of perfectionism as well as the rising demands from educational organizations. Our paper can fill a research gap by examining its definitions, models, components, and influencing elements (personality, gender, and immediate environment) in addition to the role of perfectionism in secondary and tertiary education. We assume that perfectionism in higher education is based on its development at secondary school, and it is becoming more intense in time. In 2023 the authors conducted a survey among Hungarian university students to determine the degree to which the participants pursue perfectionism in their professional and personal lives. The questionnaire finally resulted in 550 responses. The findings of our research suggest that women tend to be more perfectionist, but the picture is differently deemed by individuals than by their immediate surroundings. Another noteworthy result revealed that personal perfectionism also depends on the people with whom those who consider themselves perfectionists live. Our SEM model also showed that perfectionism is stronger throughout university studies and that it might be descended from secondary school perfectionism. Personality traits do affect perfectionism at school, which intensifies in higher education after graduating from secondary school.

The education of gifted students is often characterized by high expectations, ambitious goals, and significant effort invested in learning. Their experiences of success and failure are shaped by a variety of factors, including personal, family, school, cultural, and social influences. This article examines how gifted students perceive and experience their own successes and failures, as well as how these experiences are perceived and responded to by their peers. Using qualitative methods, the study involved semi-structured interviews with thirty gifted students from seventh to ninth grades across ten elementary schools in Slovenia. The findings indicate that gifted students experience a range of emotions in response to success, from satisfaction to anxiety, while their reactions to failure often involve frustration and self-criticism. Peer responses to their success and failure vary significantly, ranging from supportive encouragement to jealousy and social exclusion. These findings highlight the complex interpersonal dynamics at play within school environments. Understanding and addressing these dynamics is crucial for creating inclusive, supportive, and stimulating learning environments that nurture both the academic and social-emotional well-being of gifted students.

This study aims to develop and validate a green behavior instrument based on local potential using structural equation modeling (SEM) with smart partial least squares (SmartPLS). The instrument consists of 40 statements covering five main indicators: environmental maintenance, waste reduction, saving natural resources, sustainable mobility and consumption, and community education. This study addresses a gap in existing research by creating a context-specific tool for assessing green behavior, incorporating local cultural and ecological factors. While prior studies emphasize global sustainability principles, they often overlook the significance of local practices and values, which are essential for effective environmental education. By integrating local potential, this instrument bridges global sustainability goals with regional contexts, enabling meaningful and practical student engagement. The instrument was validated through content validity testing, exploratory and confirmatory factor analyses, and construct validity and reliability testing using SEM with SmartPLS. The results indicate strong content validity, with content validity index (CVI) values ranging from .80 to .90. After analysis, 34 valid items were retained from the initial 40. This study contributes to the literature by developing an instrument that aligns with global sustainability goals while integrating local cultural practices and ecological contexts. It offers insights into how local knowledge enhances sustainability education, providing a holistic framework for assessing green behavior across diverse regions.

Work-based learning (WBL) is an important tool for enhancing students' employability skills in vocational education and training. Many studies have underlined the importance of a variable of WBL, self-efficacy, and vocational identity in developing vocational students' employability skills. Nonetheless, the research is limited and examined separately. Therefore, this study investigates how WBL, self-efficacy, and vocational identity influence employability skills and how self-efficacy moderates between WBL and employability skills. Four hundred and three state university students in Yogyakarta were involved in the data collection. This study used structural equation modeling (SEM) analysis to test its hypothesis. The results of the study revealed that the implementation of WBL did not have a direct effect on employability skills; however, self-efficacy was able to moderate the relationship between WBL and employability skills. However, WBL directly influences vocational identity, which in turn directly influences employability skills, while self-efficacy also directly influences employability skills. This research has important implications for improving learning that can improve students' self-efficacy skills in an effort to build students' employability skills in vocational education and training.

Adolescent sexuality education plays a crucial role in supporting healthy physical, emotional, and social development. Through bibliometric analysis, this study aims to capture existing trends in research on adolescent sexuality education and highlight less explored areas in the field. Using VOSviewer, 780 documents (from 1939 to 2024) were searched for authors, countries, journals, and keywords. The results show a 4-year increase in the total number of studies led by the United States. Popular topics about which people have some general understanding include sexual behaviour, contraceptive use and HIV prevention. Other Since 2015, there has been a growing interest in topics such as diversity, digital-age engagement, and the role of parents, but the scope of existing research remains limited, with a focus on only a few specific areas. In addition, the keyword analysis highlights the role of family communication in young people's understanding of sexual health. The implications of these findings are also in line with previous advocacy for a broader focus on health information in sexuality education, including digital technologies, and more inclusivity with a wider range of curriculum topics. More open dialogue between adolescents and trusted adults can reduce stigma, promote understanding, and support better decision-making. Therefore, this study is a valuable contribution to building relevant and adaptive research and policy in response to current challenges.

Mindfulness, recognized as a protective factor against learning burnout in higher education, has garnered considerable attention, yet its underlying mechanisms remain underexplored. This study examined the relationship between mindfulness, regulatory emotional self-efficacy, and learning burnout. Data from 461 Chinese university students were collected using a correlational design and cluster sampling method, employing the Five Facet Mindfulness Questionnaire, University Student Learning Burnout Scale, and Regulatory Emotional Self-Efficacy Scale. Hypotheses were tested using partial least squares structural equation modeling. Results showed that Participants exhibited above-average mindfulness (M=3.090), learning burnout (M=3.278), and regulatory emotional self-efficacy (M=3.417). Results revealed that mindfulness is directly and negatively related to learning burnout (β=-0.679, t = 28.657, p < .001). Regulatory emotional self-efficacy (β = -0.357, t = 8.592, p < .001) was significantly and negatively related to learning burnout. Mindfulness was significantly and positively related to regulatory emotional self-efficacy (β = 0.638, t = 24.306, p < .001), and regulatory emotional self-efficacy (R2: from .461 to .537) partially mediated the relationship between mindfulness and learning burnout. Besides, the Importance-Performance Matrix Analysis revealed that managing negative emotions significantly contributes to learning burnout but performs poorly, whereas non-reacting demonstrates both the lowest contribution and performance. Findings suggest that mindfulness indirectly alleviates learning burnout through regulatory emotional self-efficacy, providing evidence-based insights for targeted mindfulness interventions in higher education.

The present study examined how empathy (affective and cognitive), basic psychological need satisfaction (autonomy, competence, and relatedness), and demographic factors (gender and academic achievement) jointly predict prosocial behavior during emerging adulthood. Grounded in Self-Determination Theory, this research explored whether relatedness need satisfaction mediates the relationship between empathy and prosocial tendencies. A total of N=889 undergraduate students from a large public university in the southeastern United States completed self-report measures assessing empathy, psychological needs, and prosocial behavior. Path analysis revealed that affective empathy and relatedness satisfaction were significant predictors of prosocial behavior. Relatedness also partially mediated the link between empathy and helping actions. Furthermore, gender and GPA contributed to prosocial outcomes, with female students and those with higher academic achievement reporting greater prosocial tendencies. These findings suggest that fostering emotional engagement and supporting students’ psychological needs—particularly the need for relatedness—may be key mechanisms for promoting prosocial development in educational settings during the critical stage of emerging adulthood.

This bibliometric analysis examines global trends and scholarly discussions on learning poverty, with a focus on numeracy and literacy skills among young learners over the past decade (2015-2023). All data is retrieved from the Scopus database, and quantitative methods were employed to evaluate the impact and influence of literature in this area. In conducting the bibliometric analysis, the study utilised Microsoft Excel for descriptive statistics, Harzing’s Publish or Perish for citation metrics, and VOSviewer to visualize networks related to the co-occurrence of keywords and co-word analysis. The analysis findings indicate a substantial increase in research output on learning poverty, particularly after 2020, driven by the educational disruptions caused by the COVID-19 pandemic. The key themes identified in the literature include the expansion of educational inequalities, the impact of the digital divide, and the role of educational technologies in addressing learning losses. Co-occurrence and co-word analyses reveal a strong focus on COVID-19, educational inequality, and the integration of advanced learning technologies in recent research. These findings underscore the critical importance of targeted interventions and equity-focused policies to combat learning poverty. The analysis also emphasizes the importance of ensuring that all children, regardless of their socioeconomic background, acquire essential literacy and numeracy skills. Furthermore, the study emphasises the need for resilient and adaptable educational systems to better prepare for future challenges, particularly in the face of global crises such as pandemics. Essentially, the conclusions discuss the sustained efforts to address educational disparities and promote equitable learning opportunities for all.

This mixed-methods study investigates the impact of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) method and fifth-semester student engagement on entrepreneurial competencies in the higher education of the makeup and beauty program at Padang State University. Using a convergent parallel design, data were collected from 117 fifth-semester students through questionnaires, interviews, observations, and portfolio assessments. The data were analyzed using Two-Way ANOVA and thematic analysis. The quantitative results revealed that the STEAM approach significantly outperformed conventional methods. Specifically, 83.33% of students achieved excellent leadership scores (M = 89.00, SD = 2.85), and 78.33% excelled in creativity (M = 87.50, SD = 2.98). High levels of engagement (M = 4.33) across behavioral, emotional, and cognitive dimensions correlated with enhanced competencies (p < .001). Qualitative findings indicated increased motivation, collaborative learning through platforms like TikTok Shop, and heightened mental engagement from diverse resources. The interaction between the STEAM and student engagement further amplified outcomes (F = 3.75, p = .025, R² = 0.454). This study highlights the transformative potential of the STEAM method in developing entrepreneurial competencies, underscoring its applicability in vocational education. Educators should integrate STEAM methodologies and digital platforms into their curricula, while future research should examine the long-term impacts and scalability of these approaches.

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.