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This research explored students' perception vis-à-vis of the (dis)advantages of face-to-face and online learning of foreign languages in a tertiary education institution in Thailand. The research took a mixed methods approach utilizing a pre-set questionnaire and a multiple-choice question. Data were collected from 433 students using an online platform and then analyzed using simple statistics. Findings showed that the main advantages of studying online are easy access to the Internet, the self determined pace of learning, while the main advantage of face-to-face instruction is better social interaction. Conversely, the main disadvantage of studying online is the difficulty of interacting with classmates and the instructor; the main disadvantage of face-to-face learning is students feeling more self-conscious of mistakes made. The findings also indicate the participants prefer learning either in the traditional classroom environment or via the hybrid mode.

Evaluating teachers' social-emotional competence is key to studying the effectiveness of education systems. This competence tends to be measured through self-reports, which might lead to a distorted vision. As an alternative, situational judgement tests have emerged. The present work seeks to adapt the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST) to Spanish. The study involved 503 teachers from schools who teach in primary (n = 198, 106 female) or secondary education (n = 305, 201 female). Average age was 45.07 (SD = 9.94), and teachers had an average of 16.77 years' professional experience (SD = 10.17). In addition to responding to the TRUST, those who took part also responded to the ICQ-15, TEIQue-SF, and ERQ questionnaires. Confirmatory factor analysis provided a good fit of the two-factor model (emotional regulation and relationship management): [chi squared] (89) = 198.49, p < 0.001, CFI = 0.93, TLI = 0.92, RMSEA = 0.049, 90% CI [0.040, 0.059], SRMR = 0.042, as well as reliability and convergent validity. Factorial invariance is seen to hold amongst both women and men as well as between teachers who teach at different stages of the education system. The Spanish version of TRUST emerges as a valid and reliable tool for measuring teachers' level of social-emotional competence, both in the Spanish education system at basic levels as well as with Spanish-speaking teachers from various countries, since situations are presented which are common in any type of school.

This article reflects on the "Hiddenness Index" we developed, implemented, and evaluated for Concertgebouworkest Young (Young), the youth orchestra of the Dutch Royal Concertgebouw Orchestra (Concertgebouworkest) for musicians with "hidden talents." "Hiddenness" alludes to various barriers that young musicians aspiring to a career in Western classical music may face, due to their social identity and positioning. These barriers may cause their talent to remain underdeveloped, invisible, or undiscovered; that is, "hidden." We developed the Index in response to Concertgebouworkest's request for an "evaluation and learning tool." Informed by intersectionality theory, it is an alternative to quantitative research into arts and culture, which takes a single-axis approach to the explanation of inequality in access to cultural production and participation. The first phase of our design-based research consisted of a theory- and practice-based mapping of the dimensions of "hiddenness." The outcome was that Geographical, Socio-economic, Family networks, Ethno-cultural, and Confidence-support dimensions should form the basis of the Hiddenness Index, which was constructed as a composite indicator. In the second phase of research, the Index was applied to the backgrounds of Young participants. The evaluation of the Index's strengths and weaknesses was central to the third phase. Complementing qualitative research, the Index offered a statistical way to evaluate the extent to which Young participants' talents were hidden and which dimensions of hiddenness were most prevalent at the group level. The Index affirmed and illustrated intersectionality theory, including the way two or more dimensions can compensate or reinforce one another. Through the use of the Index, the Young team gained a better understanding of intersectionality, which enabled them to fine-tune the selection process for future cohorts. The Index helped the team members to check their preconceptions (unconscious bias) and made them more aware of and able to attend to the different needs of individual participants.

This work aims to provide a non-moralistic exploration and understanding of the high prevalence of adolescent pregnancy and resulting motherhood among low-income adolescent women in Greater Mendoza, Argentina. The study acknowledges that, based on official statistics, adolescent pregnancy remains a significant issue within this social group compared to teenagers from other socioeconomic backgrounds. By delving into the sexual and reproductive practices of these adolescents, the research seeks to uncover their life strategies within the context of their challenging living conditions, characterized by limited job opportunities and an inadequate, reactive educational system. Through in-depth interviews and focus groups, the study captures the lived experiences and perspectives of adolescent mothers themselves. Utilizing a sociological analysis of this empirical data, the research argues that in the face of extreme social exclusion, a lack of family support, and limited cultural capital, the concept of "class 'habitus'" sheds light on and explains the adolescent practices that contribute to not avoid pregnancies, often influenced by traditional societal expectations of women's roles.

This study analyzed the mediating role that implicit theories of intelligence and academic self-efficacy may play in the relationship between psychopathology and mathematical performance. The sample consisted of 838 students from first and second year of high school. A numerical calculation test was applied, followed by psychopathology self-report scales, implicit theories of intelligence, and academic self-efficacy. Serial multiple mediation models were tested. The results showed a complete mediation of the effect of psychopathology on mathematical performance through implicit theories of intelligence and academic self-efficacy. The effect of entity theories of intelligence on mathematical performance was both direct and through academic self-efficacy, whereas the effect of incremental theories of intelligence was only through academic self-efficacy. Identifying the variables that mediate the relationship in question is crucial to develop targeted interventions to prevent the development of a vicious circle between psychopathology and poor school performance.

Assessment is a key element in the teaching-learning process in physical education (PE). In 2020, the Association Internationale des Écoles Supérieures d'Éducation Physique (AIESEP) published a position statement on PE assessment, in which it reviews the current state of the field and establishes the current yet forward-looking main lines of research on this topic. The most widely used approach, which this article reviews in depth, is assessment for learning (AfL). In Spain, the most widespread approach employed in PE throughout primary and secondary education in the last 25 years has been formative and shared assessment, which clearly aligns with the AIESEP position statement. The objective of this study was to gain an understanding of the main contributions of the formative and shared assessment model in PE and PE teacher education (PETE). Four databases (ERIC, SCOPUS, WOS and DIALNET) were explored, and 51 documents were selected on which an inductive thematic analysis was conducted. The evidence obtained at different educational levels and contexts seems to show a positive influence of formative and shared assessment on learning outcomes, which has favoured the expansion of the model, especially in PETE. Research on the transfer of PETE to educational practice has indicated that adequate continuing professional development seems necessary to help teachers integrate formative and shared assessment in their PE classroom. In conclusion, this model can provide an answer to some of the current questions being raised at an international level about PE assessment, especially in relation to students' involvement in the assessment process and its role in PETE.

Computational Thinking (CT) is crucial for the advancement of the STEM field, where there continues to be a lack of female representation. Teaching and learning (T/L) of CT should incorporate didactic strategies that aim to eliminate gender biases and integrate girls/women into this context. In response to the question, "What didactic strategies have been implemented in the T/L of CT in primary and secondary education?". A systematic review was conducted following a PRISMA protocol specifically designed for this review. The study analysed Didactic Strategies (DS) and examined whether they incorporated the so-called "minimum actions" (MA) proposed in this article as a strategy to integrate females into CT. The findings revealed a limited number of studies that implemented these actions. In conclusion, there is an urgent need to continue developing DS that incorporate these MA to effectively integrate girls and women into CT, allowing them to play a central role in its advancement and development.

The COVID-19 pandemic drastically affected higher education and higher education students around the world, but few studies of college students' experiences during the COVID-19 pandemic have been conducted in Latin America. This study describes the COVID-19-related experiences and perspectives of Peruvian college students. We surveyed 3,427 full-time college students (average age: 23 years) attending a multi-campus Peruvian university in fall 2020. Participants were recruited through the digital platform of the learning management system at their university, email, and social media. We asked participants how they were managing risks related to COVID-19; the continuity of social, educational, and work activities; and the psychological and economic impacts of the pandemic on their lives. Since March 2020, 73.0% of participants reported COVID-19-related symptoms, but only 33.9% were tested for COVID-19. During the national quarantine imposed by the Peruvian government (March 15-June 30, 2020), 64.3% of participants remained in their house. Furthermore, while 44.0% of participants were working in February 2020 (95% CI: [41.7%, 46.4%]), only 23.6% (95% CI: [21.7%, 25.7%]) were working immediately after the pandemic began (i.e., at the end of April 2020). Participants were more stressed about the health and educational implications of COVID-19 for Peruvian society and their families than about themselves. The public health, economic, and educational implications of COVID-19 on college students are continuing to unfold. This study informed Peruvian higher education institutions' continued response to the COVID-19 pandemic, the progressive return to postpandemic activities, as well as other future pandemics and other crises.