This article deals with the European Union's educational policies during the Covid-19 pandemic when several cracks and vulnerabilities in its Member States' education systems were exposed across the European Union (EU). In this sense, and with this exceptional period as a reference, we propose to research whether the Community's educational policies reflect a reinforcement of the commitment to education as one of the pillars of European integration. Other studies have not yet addressed the possible impact of this exceptional period on the design of European educational policies as integration mechanisms. Namely, whether there would be a pause in the integration process or, on the contrary, its strengthening and, if so, in what respect. For this research objective, several documents from the most important European institutions were examined. Its results allow us to verify the intention to renew education as an essential element of European integration and as an instrument to promote the EU as an economically stable and socially integrated community.

This study examines the impact of Project-Based Learning (PjBL) on developing metacognitive skills among preservice science teachers (PSTs) in Northeast Thailand. A sample of 143 PSTs, including first-year students in General Biology 1, second-year students in General Physics 1, and third-year students in Basic Organic Chemistry, participated in an 18-week programme. The study aimed to assess changes in metacognitive skills before and after PjBL implementation, evaluate differences among academic years, and identify predictors of skill development. The methodology included a six-hour orientation workshop and a collaborative, project-based curriculum. Descriptive and inferential statistics were employed, with the item-objective congruence index (IOC) for content validity, paired samples t-tests for pre- and post-intervention comparisons, and Analysis of Variance (ANOVA) to examine differences across academic years. Multiple regression analysis was used to identify significant predictors of metacognitive skill development. Results showed significant improvements in metacognitive skills post-PjBL, with substantial enhancements across all subjects. ANOVA indicated significant differences among academic years, with third-year students demonstrating the highest metacognitive skill levels. Multiple regression analysis identified participation in PjBL and academic level as significant predictors of metacognitive skill development. These findings highlight the effectiveness of PjBL in enhancing metacognitive skills and underscore the importance of active learning and reflective practices in teacher education programmes. This study provides valuable insights into the impact of PjBL on PSTs' professional growth and instructional efficacy, preparing them for modern classroom challenges.

: In this study, we present a didactic experience carried out in a public university with 60 students enrolled in the 2nd year of the Primary Education Teaching Degree. This experience consisted of implementing a teaching and learning sequence in which proportionality problems (mathematics content) and pure substances and mixtures (experimental science content) were addressed together in an ecodidactic garden context. This work presents the results obtained through the analysis of the students' responses. Our findings suggest that pre-service teachers have difficulties similar to those of primary and secondary students in the use of measuring instruments and conversion units, as well as in the calculation of proportions in mathematics and conceptual errors at a microscopic and macroscopic level in experimental sciences. This study highlights the need to design and implement strategies to support students in their formative process in relation to the contents of proportion and matter. As an added value in our work, we emphasize the interdisciplinary connection between mathematics and experimental sciences, offering a more real-life perspective of science.

To ensure a sustainable future, it is important to align educational practices with global sustainability goals. This study examines the impact of integrating the United Nations’ Sustainable Development Goals (SDGs) into a first-year social education methodology course. Using a survey of 70 students, the relationships between students’ knowledge of the SDGs, their academic performance, and their satisfaction with the integration of the SDGs into their course curriculum were analysed. Findings indicated a significant correlation between enhanced understanding of the SDGs and improved academic performance. The incorporation of the SDGs into the course received somewhat mixed evaluations, however, with most students reporting high overall satisfaction but identifying specific aspects as in need of improvement. Despite this, a greater increase in knowledge of the SDGs by the end of the course appeared to enhance students’ overall satisfaction with the teaching project. These outcomes emphasise the complexity of embedding sustainability in higher education, suggesting that while direct academic improvements may be subtle, cultivating knowledge of the SDGs is pivotal for fostering better educational outcomes and greater student satisfaction. Future research should consider longitudinal and qualitative studies to further explore these dynamics and provide deeper insights into the long-term effects and experiential aspects of integrating the SDGs into university education.

Global Citizenship Education (GCE) has emerged as a significant area of research over the last decade, reflected by the substantial volume of scientific publications dedicated to the topic. However, a bibliometric analysis of GCE utilizing the Scopus database has not yet been conducted. This study addresses this gap by analyzing GCE-related articles published in Scopus-indexed journals from 2004 to 2024, employing bibliometric techniques and VOSviewer software. A total of 1,075 articles were examined. The results indicate a marked increase in publication volume since 2016, highlighting a growing interest in GCE—notably, the United States and the United Kingdom lead in publications and international collaborations. The journal Globalisation, Societies and Education is the most prolific, with 70 published articles. Prominent authors include Yemini from Israel, with 540 citations, and Goren from the United Kingdom, with 445 citations. Co-citation analysis revealed distinct research interests, ranging from multicultural perspectives and GCE curriculum development to integrating GCE in the digital era and critically evaluating its objectives and challenges. Moreover, a co-occurrence analysis of keywords identified nine primary research topic clusters, including education for sustainable development, cosmopolitanism, higher education, and international education. The insights derived from this study are crucial for scholars and practitioners engaged in GCE, as they emphasize the importance of fostering international networks and collaborative efforts while encouraging the exploration of more inclusive GCE practices in the future.

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.

Artificial intelligence (AI) has revolutionized higher education. The rapid adoption of artificial intelligence in education (AIED) tools has significantly transformed educational management, specifically in self-directed learning (SDL). This study examines the factors influencing Indonesian higher education students' intention to adopt AIED tools for self-directed learning using a combination of the Theory of Planned Behavior (TPB) with additional theories. A total of 322 university students from diverse academic backgrounds participated in the structured survey. This study utilized machine learning it was Artificial Neural Networks (ANN) to analyze nine factors, including attitude (AT), subjective norms (SN), perceived behavioral control (PBC), optimism (OP), user innovativeness (UI), perceived usefulness (PUF), facilitating conditions (FC), perception towards ai (PTA), and intention (IT) with a total of 41 items in the questionnaire. The model demonstrated high predictive accuracy, with SN emerging as the most significant factor to IT, followed by AT, PBC, PUF, FC, OP, and PTA. User innovativeness was the least influential factor due to the lowest accuracy. This study provides actionable insights for educators, policymakers, and technology developers by highlighting the critical roles of social influence, supportive infrastructure, and student beliefs in shaping AIED adoption for self-directed learning (SDL). This research not only fills an important gap in the literature but also offers a roadmap for designing inclusive, student-centered AI learning environments that empower learners and support the future of SDL in digital education.

Research in mathematics education and interdisciplinarity is varied and extensive, covering multiple approaches that reflect a growing interest in this type of perspective. The objective of this study is to systematize the findings of research on interdisciplinary mathematics education published between 2019 and 2024. The review was carried out following the guidelines of the PRISMA statement, allowing us to identify 49 articles published in journals indexed in the Web of Science (WOS) and Scopus databases. Subsequently, a content analysis was carried out to identify methodological and theoretical aspects present in the studies reviewed, such as methodology employed, education level of participants, disciplines integrated with mathematics, and types of interdisciplinary tasks proposed. Additionally, four main research themes were identified: (a) understanding of interdisciplinarity; (b) pedagogical strategies for interdisciplinary development in mathematics education; (c) interdisciplinarity for the development of mathematical skills; and (d) professional development of mathematics teachers. The results reveal a sustained increase in the number of publications, which reflects a growing interest in the interdisciplinary approach in mathematics education. Finally, several challenges and opportunities are highlighted for future research, including the need to develop an interdisciplinary teacher training model, the creation of pedagogical strategies that promote greater interconnection between disciplines, and the need to carry out more studies focused on early childhood and primary education in this area.

The aim of this study is to investigate how postgraduate English as a Foreign Language (EFL) students perceive the impact of the Postgraduate Professional Diploma in Teaching program on promoting effective education for sustainable development (ESD). The study employed a descriptive approach, involving 228 participants. The study employed a 28-item questionnaire, and the data were analyzed using IBM SPSS Statistics software. The findings suggest that participants believe the program employs strategic actions and policies to achieve its long-term development goals for effective English teaching. The results also showed that participants place a high value on the program because it encourages innovative efforts to enhance the quality of learning, provides them with a range of assessment tools to help teach English effectively in the long term, and offers students opportunities to practice feedback techniques that enhance learning in the classroom. Furthermore, because participants were exposed to a pre-service training program in an effective manner, the results demonstrated statistically significant differences among participants regarding the program's impact on promoting effective ESD based on the study's variables. According to the study, it is also necessary to incorporate sustainable development concerns into English instruction and provide participants with information about the benefits of sustainable development.

This study investigates how undergraduate art majors at the National University of Art Education in Vietnam perceive the cultural integration into their English curriculum. A quantitative design was employed using a researcher-developed questionnaire administered to 214 students. Data were analysed using descriptive statistics, independent-samples t-tests, and multiple regression. Findings indicated that students valued culturally relevant content, particularly materials connected to both Vietnamese and international art as well as experiential and student-centered instructional strategies. Reported challenges included limited cultural background knowledge, cognitive overload, and reduced confidence when discussing culture in English. Crucially, results from multiple regression revealed that how culture is taught may have a greater impact on students’ experiences than the content itself. Therefore, these findings underscore the importance of aligning instructional approaches with learners’ disciplinary identities and offer implications for culturally responsive curriculum design, professional development, and the implementation of context-specific teaching strategies in English language instruction for art students.

This research exclusively aims to determine the type of digital media most often used in the teaching and learning process of history and the motivation to use digital media by teachers in teaching history based on the unified theory of acceptance and use of technology (UTAUT). This study demonstrates that online learning platforms have become a widely used tool among Indonesian history teachers, with the highest adoption of online learning platform use in Junior and Senior High School, reflecting the high access to this platform across types of schools. The key driving factor for technology in history learning is that the technology must be user-friendly and have sufficient support for its use by educators. This research, using the technology acceptance model (TAM), contributes to teachers about motivational and environmental factors on technology adoption in teaching. Accessibility and proper support are the primary drivers for using technology in education and were the most impactful factors for teachers incorporating technology into history learning. Along with this supportive infrastructure, an effort must also be made to provide a conducive environment, such as teachers working together in this direction, and sufficient infrastructure for teachers so that it becomes easier for them to access and utilize technology. These methods can all help teachers gain confidence in their use of technology.

Children today encounter English in various contexts, with cartoons serving as a particularly influential medium. Beyond their entertainment value, cartoons also promote incidental foreign language acquisition. This article presents the findings of a study involving 240 sixth-grade pupils from Slovenian primary schools. Employing a quantitative approach, the study utilised both a questionnaire and a knowledge test to explore the relationship between English cartoon viewing and incidental vocabulary acquisition. It examined the frequency of cartoon viewing, pupils’ attitudes towards English-language cartoons, and the impact of subtitles on vocabulary test performance. The results indicate that a higher frequency of cartoon viewing, positive attitudes towards English cartoons, and the use of English subtitles are significantly associated with enhanced English vocabulary knowledge. The findings underscore the educational value of English cartoons in supporting vocabulary development and highlight the potential of engaging multimedia content in fostering incidental vocabulary acquisition in both classroom settings and out-of-school contexts. Consequently, educators should incorporate cartoon-based materials to enhance vocabulary learning, introduce authentic language exposure, and provide multi-sensory experiences tailored to varying learner preferences and proficiency levels.

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 systematic review synthesizes research on the application of Augmented Reality (AR) technology in K–12 special education to evaluate its impact on learning outcomes and identify implementation trends, benefits, and challenges. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, a search of the Scopus, IEEE, Web of Science, and ProQuest databases on 20 March 2024 for English-language peer-reviewed articles published between 2010 and 2024 yielded 16 studies that met the inclusion criteria. The analysis of these studies reveals a growing research interest, particularly after 2019, with a concentration of research in developing nations like Indonesia and Malaysia. The findings consistently show that AR technology interventions, predominantly targeting students with learning disabilities and autism spectrum disorder (ASD) through 3D objects and game-based applications, positively impact academic achievement, motivation, and skill development. Despite these promising outcomes, this review concludes that a significant gap remains between the technology's potential and its current practice, hindered by challenges such as high costs, technical complexity, and a narrow research focus. Therefore, future work should prioritize developing cost-effective, user-friendly AR technology and expanding research to include a wider range of disabilities and educational contexts to ensure equitable and effective access for all students. 

This article aims to establish a research map of the flipped classroom (FC) model in general education for the period 2014-2024, exploring publication trends, influential authors, organizations, countries, and prominent research topics, while also identifying academic gaps in this field. The study focuses on three main aspects: (1) publication trends and influential authors, organizations, and countries; (2) key research topics and academic gaps; (3) international collaboration networks in FC research. The research employs a bibliometric analysis method, utilizing the Scopus database and the VOSviewer visualization tool, to synthesize information and identify research trends. The results indicate that research on FC in K-12 education increased sharply from 2019, reflecting the impact of digital transformation in education during and after Covid-19. The United States, Hong Kong, and Taiwan are the leading research centers. Authors such as Bergmann, Bishop, and Hew have been highly influential. Prominent research trends include self-regulated learning, learner satisfaction, gamification, and the application of artificial intelligence. The international collaboration network in this field is growing, with strong participation from institutions from Southeast Asia, including Vietnam. The study recommends expanding the scope of analysis beyond Scopus and using qualitative methods and systematic reviews to further evaluate the FC model. The research will provide policymakers, teachers, and researchers with useful evidence for improving programs, enhancing professional development, and promoting digital transformation in general education.

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.

Globalization, digitalization, and evolving national regulations have intensified the need for rigorous quality-assurance systems to secure accreditation in Higher Education Institutions (HEIs). This study asks: What theoretical contributions underpin HEI accreditation, and how have research themes evolved? Employing the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) and Bibliometric Analysis via Biblioshiny and Vantage Point, we examined 1,252 documents indexed in Scopus® (781) and Web of Science™ (471) from 2012 to May 2025. Findings delineate three production phases—Foundation Consolidation (2012–2017), Expansion and Diversification (2017–2020), and Sustained Transformation and Innovation (2020–2025)—and three thematic perspectives: (a) Teaching and Learning Quality, (b) Technology and Sustainability as Quality Catalysts, and (c) Governance, Management, and Accountability. Multiple Correspondence Analysis (MCA) identified three Motor Theme clusters—[1] Sustainable Development and Institutional Change, [2] Technological Pedagogy and Student Experience, and [3] Governance and Regulation—led by Spain, the United States, Chile, Colombia, the UK, Australia, and India. Conclusions underscore accreditation’s dual role as a strategic lever for institutional improvement and a competitive mechanism, with emerging focus on competency, e-learning, employability, machine learning, and sustainability. Future research should explore cross-border accreditation dynamics; the impact of AACSB and NAAC standards on business-school curriculum design and program quality; accreditation’s pedagogical effects; and leadership practices for effective implementation.

Home economics education connects multidisciplinary knowledge and is crucial in addressing the challenges of changing society at the individual and family levels. For quality home economics education, pupils need to acquire knowledge and skills based on the fundamentals of home economics literacy, content, and goals defined in the curriculum for this subject. Our research aimed to establish the needs and perspectives of teachers, pupils, and parents regarding the importance and utility of home economics education. Areas of home economics to be included in the subject’s curriculum were identified, based on the perceived needs of pupils, parents, and teachers. The Delphi methodological approach was used. The first round of the Delphi study involved 30 teachers, 34 9th-grade pupils, and 34 parents of 9th-grade pupils, and its second round involved 16 teachers, 33 9th-grade pupils, and 29 parents of 9th-grade pupils. Survey results showed that by the end of elementary school, pupils in their home economics classes had acquired knowledge and skills in the economic and financial area, as well as in environmental and consumption, textiles, nutrition, health and well-being, social skills, and family and home. Although individual groups of respondents differed in the perceived importance of particular home economics areas, the respondents considered it important that pupils acquire home economics knowledge and skills in all identified areas. The Delphi research method proved to be an adequate method to identify the areas of home economics education that are important for a quality of life in modern society and need to be included in the home economics curriculum.