Open schooling is a recent educational approach that has been recently introduced in European policies, so the literature on its transfer to the education system is still limited. The aim of this study is to configure an overview of how open schooling has been implemented in science education in terms of its definition, the topics addressed, the pedagogical aspects considered, and the benefits obtained for the teaching-learning processes. A systematic literature review was carried out using the PRISMA 2020 methodology, in which 27 documents published between 2015 and 2024 were analysed. Open schooling is defined mainly as an approach in which students, teachers, and other stakeholders, especially students’ families, collaborate to provide solutions to real-life issues in search of the community’s well-being. The open schooling experiences usually addressed environmental and health issues through scientific practices and contextualization mainly, developing activities of data collection, synthesis and analysis, dissemination, and information and communication technologies with the students. Companies and local businesses are the preferred stakeholders involved, followed by experts and researchers. Questionnaires are the preferred instruments for data collection, and the documents analysed report benefits for students’ learning and motivation and also for teachers and schools. 

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 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.