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.

Teaching statistics in Primary Education remains challenging, particularly when integrating statistical literacy and gender equity within Education for Sustainable Development (ESD). This study examines how statistical projects related to Sustainable Development Goal 5 (SDG 5) contribute to the development of statistical literacy, pedagogical competencies, and an understanding of sustainability among pre-service Primary Education teachers in Chile. A mixed-methods approach was applied, involving 12 participants, which combined weekly monitoring, rubric-based assessments, and evaluation of final projects. Quantitative data were analyzed with descriptive statistics, Wilcoxon signed-rank tests, and Spearman correlations, complemented by regression models. Assumptions of independence, symmetry, and monotonicity were verified, while rubric reliability was supported through Lesson Study validation. Results showed significant differences between monitoring and oral presentation scores, as well as a strong positive correlation between monitoring and oral performance. In contrast, associations with written reports were weaker. Although exploratory due to the small sample size, the findings suggest that statistical projects linked to SDG 5 enhance statistical literacy and professional competencies, with implications for teacher education.

This study aims to investigate the effect of digital leadership, creativity, and proactive personality on innovative work behavior (IWB) through work engagement. The research involved 436 private school teachers in Indonesia. The research data were collected by a Likert scale questionnaire. Data analysis is done using structural equation modeling based on Partial Least Squares (SEM-PLS), with descriptive and correlational analysis as supplements. The findings indicated that digital leadership, creativity, proactive personality, and work engagement affect teacher IWB; digital leadership, creativity, and proactive personality impact teacher work engagement; and digital leadership, creativity, and proactive personality affect teacher IWB through work engagement. These findings introduce a new empirical model of the influence of digital leadership, creativity, and proactive personalities on teachers' IWB through work engagement. This model deserves to be discussed critically and in-depth, and adapted and adopted by researchers to enrich their future research. This model can also be modified and adopted by school practitioners (management) to accelerate and optimize teachers' IWB capacity based on digital leadership, creativity, proactive personality, and work engagement.