The primary objective of this study was to determine how students and teachers in primary schools view the classroom climate and its dimensions: (a) peer relationships and (b) student-teacher relationships. Additionally, the study aimed to explore the role of students' age (11-12 years old - 7th grade students vs. 14-15 years old - 9th grade primary school students) and gender on their perceptions of the school climate. Classroom climate was measured with the "Classroom Climate Questionnaire", which was completed by a total of 1,531 students (792; 51.6% female) and 348 teachers (296; 84.6% female). The findings of the study indicated that both students and teachers generally perceived the classroom climate as being relatively neutral to positive. However, teachers tended to report more positive classroom relationships compared to students. Furthermore, the study found no significant gender-based differences in how students perceived the classroom climate, peer relationships, and student-teacher interactions. However, differences were identified based on the age or grade level of the students. The results were discussed in the context of the students’ psychological development characteristics and the aspects of socio-emotional learning within school environments, also considering educational policies for achieving greater school quality.

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.

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.

This study presents a comprehensive bibliometric and content analysis of research on autism and mathematics learning from 2010 to 2024. A total of 131 peer-reviewed articles were retrieved from the Web of Science (WoS) database using keywords such as autism, mathematics, learning, and intervention. Bibliometric analysis was conducted to quantitatively examine publication trends, leading authors, contributing countries, and co-authorship networks, offering a macroscopic overview of the field’s evolution. Visualisations generated using VOSviewer further illustrated keyword co-occurrence and thematic clustering. Complementing this, content analysis provided a qualitative synthesis of research themes and conceptual progressions across the literature. The findings revealed a clear thematic evolution. Early research (2010–2015) predominantly focused on behavioural interventions, structured instructional approaches, and basic numeracy development. Mid-phase studies (2016–2020) introduced inclusive pedagogies, social-emotional considerations, and differentiated instruction. Recent research (2021–2024) has shifted towards personalised, technology-enhanced instruction, Universal Design for Learning (UDL), and the integration of digital tools in mathematics education. Despite this growth, several gaps remain. Research remains limited in addressing cross-cultural diversity, long-term evaluations of digital interventions, and the adaptation of pedagogies in underrepresented regions. This study emphasises the need for future research to explore culturally responsive frameworks, the sustainability of technology uses, and equity in mathematics education for autistic learners.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition marked by persistent challenges in language acquisition, particularly in the lexical and semantic domains. This study examined the effectiveness of an adapted Applied Behavior Analysis (ABA) intervention in improving lexical and semantic language skills among preschool-aged children with ASD. A total of 3- to 6-year-old children participated, divided into experimental and control groups across two specialized centers. The experimental group received an adapted ABA-based program emphasizing discrete trial teaching, functional communication strategies, visual supports, and targeted reinforcement techniques. Pre- and post-intervention assessments were conducted using a structured methodology that evaluated active and passive vocabulary, semantic categorization, and contextual language use. Results from paired t-tests showed statistically significant improvements in the experimental group compared to the control group (p < .05). Despite these gains, generalization of language skills across social contexts remained limited. These findings highlight the value of individualized behavioral interventions and support their inclusion in early childhood programs for children with ASD.

This study used data from the COVID Social Mobility and Opportunities (COSMO) Study, to examine young people’s university aspirations and post-18 education expectations during COVID-19 in relation to their demographic and socio-economic position, school engagement, education disruption, and attitudes to education. Through a series of binary regression analyses, the findings showed the important role school engagement (in the form of online lesson attendance, schoolwork and teacher contact) played in young people’s university aspirations and post-18 education plans, especially at the height of the pandemic. Education disruption and locus of control were found to contribute to young people’s aspirations and post-18 expectations. The findings also highlighted the influence of gender, ethnicity and socioeconomic position regarding university aspirations and expectations, laying bare the obstacles in accessing learning faced by disadvantaged young people at a crucial time in their education. The findings contribute to continued debates about educational aspirations in the post COVID-19 world and have policy implications especially as this generation of young people are still in education. They may also contribute to discussions on ways of supporting this COVID-19 generation through fiscal changes and widening participation policies that extend to post-18 education and early career development.