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Prof. Pingarrón was the mentor of the research group "Electroanalysis and (Bio)Electrochemical Sensors" (GEBE) until November 2020, and Prof. Susana Campuzano took over leadership from then. After an extensive voting period, we are proud to present the Best Paper Award to "Carbon Dots and Graphene Quantum Dots in Electrochemical Biosensing [[1]]" from corresponding authors Dr. Susana Campuzano and Prof. Dr. José M. Pingarrón. During 2008 and 2009, she enjoyed a Juan de la Cierva research contract in the Department of Molecular Microbiology and Infection Biology at the Centro de Investigaciones Biológicas Margarita Salas of the Consejo Superior de Investigaciones Científicas (CIB Margarita Salas-CSIC) in Madrid under the supervision of Prof. Ernesto García. [Extracted from the article]

This document is a summary of a collection of papers published in the journal Education Sciences. The papers focus on active learning pedagogies in high school and undergraduate STEM education. The first theme of the collection explores the impact of active learning on students' attitudes towards STEM learning, including the development of scientific dispositions and intentions to pursue STEM careers. The second theme examines various active learning pedagogies, such as the use of online polling platforms to enhance student engagement and the integration of puzzle-based learning tasks in mathematics education. The papers highlight the importance of fostering higher-order thinking skills and student engagement in STEM education, but also acknowledge the challenges of implementing active learning approaches in different contexts. The authors suggest the need for further research to validate these innovative practices and explore interdisciplinary and intercultural teamwork in STEM education. [Extracted from the article]

Ambitious approaches to science teaching feature collaborative learning environments and engage students in rich discourse to make sense of their own and their peers' ideas. Classroom assessment must cohere with and mutually reinforce these kinds of learning experiences. This paper explores how teachers' enactment of formative assessment tasks can support such an ambitious vision of learning. We draw on video data collected through a year-long investigation to explore the ways that co-designing formative assessments linked to a learning progression for modeling energy in systems could help teachers coordinate classroom practices across high school physics, chemistry, and biology. Our analyses show that while there was some alignment of routines within content areas, students had differential opportunities to share and work on their ideas. Though the tasks were constructed for surfacing students' ideas, they were not always facilitated to create space for teachers to take up and work with those ideas. This paper suggests the importance of designing and enacting formative assessment tasks to support ambitious reform efforts, as well as ongoing professional learning to support teachers in using those tasks in ways that will center discourse around students' developing ideas. [ABSTRACT FROM AUTHOR]

Learning linear and nonlinear dynamical systems from available data is a timely topic in scientific machine learning. Learning must be performed while enforcing the numerical stability of the learned model, the existing knowledge within an informed or augmented setting, or by taking into account the multiscale dynamics—for both linear and nonlinear dynamics. However, when the final objective of such a learned dynamical system is to be used for control purposes, learning transformed dynamics can be advantageous. Therefore, many alternatives exists, and the present paper focuses on two of them: the first based on the discovery and use of the so-called flat control and the second one based on the use of the Koopman theory. The main contributions when addressing the first is the discovery of the flat output transformation by using an original neural framework. Moreover, when using the Koopman theory, this paper proposes an original procedure for learning parametric dynamics in the latent space, which is of particular interest in control-based engineering applications. [ABSTRACT FROM AUTHOR]

This article discusses the benefits of integrating storytelling and narrative techniques into teaching practices across various disciplines. The papers in this Special Issue highlight the transformative power of narrative in enhancing educational experiences, particularly in complex subjects like protein biosynthesis, geometry, recursive thinking, optics, and scientific phenomena. The studies demonstrate how storytelling can demystify complex concepts, engage students, aid in retention and application of knowledge, and foster interdisciplinary learning. Overall, the integration of storytelling in education can enhance students' understanding, retention, and enthusiasm, leading to more effective learning experiences across various disciplines. [Extracted from the article]

The application of smartphone-based color evaluation of passive sampling devices for gases has only been sparsely reported. The present review aims to compile available publications with respect to the configuration of the passive samplers, conditions of smartphone photographing, analytical procedures for color detection and quantification (including calibration processes), and their application to different target gases. The performance of the methods—whenever available—is presented regarding the analytical specifications selectivity, sensitivity, and limit of detection in comparison with other color evaluation methods of passive samplers. Practical aspects like requirements of instrumentation and ease of use will be outlined in view of the potential employment in education and citizen science projects. In one section of the review, the inconsistent terminology of passive and diffusive sampling is discussed in order to clarify the distinction of information obtained from the uptake of the passive samplers between gas-phase concentration and the accumulated deposition flux of gaseous analytes. Colorimetric gas sensors are included in the review when applied in passive sampling configurations and evaluation is performed with smartphone-based color evaluation. Differences in the analytical procedures employed after the passive sampling step and prior to the detection of the colored compounds are also presented. [ABSTRACT FROM AUTHOR]

The loss of biodiversity and the accompanying "plant blindness" are major problems for mankind. Biology classes in Germany deal with this topic with the aim of enabling students to identify plants in their surroundings. Here, the process of plant identification plays a key role. To render the process of plant identification, more student-oriented, new digital approaches are being developed. Thus, teachers are now being confronted with digital tools for plant identification without having exact knowledge of their added value. This intervention study was therefore conducted in order to determine the effects on learning by means of a paper-based dichotomous identification key (Eikes Baumschule) and a digital identification app (ID-Logics). The results show that both tools have individual media-related differences that should be considered when designing learning strategies: With the previously reduced, paper-based tool, students can identify plants more quickly and often more correctly. However, the digital app has advantages in terms of enjoyment and learning about individual characteristics of plants. The study shows the challenges and opportunities associated with the (digital) medium. Furthermore, it sheds light on the process of species determination and reveals further fields of research in science education. [ABSTRACT FROM AUTHOR]

Sparse matrix–matrix multiplication (SpMM) is essential for deep learning models and scientific computing. Recently, Tensor Cores (TCs) on GPUs, originally designed for dense matrix multiplication with mixed precision, have gained prominence. However, utilizing TCs for SpMM is challenging due to irregular memory access patterns and a varying number of non-zero elements in a sparse matrix. To improve data locality, previous studies have proposed reordering sparse matrices before multiplication, but this adds computational overhead. In this paper, we propose Tensor Core-Adapted SpMM (TCA-SpMM), which leverages TCs without requiring matrix reordering and uses the compressed sparse row (CSR) format. To optimize TC usage, the SpMM algorithm's dot product operation is transformed into a blocked matrix–matrix multiplication. Addressing load imbalance and minimizing data movement are critical to optimizing the SpMM kernel. Our TCA-SpMM dynamically allocates thread blocks to process multiple rows simultaneously and efficiently uses shared memory to reduce data movement. Performance results on sparse matrices from the Deep Learning Matrix Collection public dataset demonstrate that TCA-SpMM achieves up to 29.58× speedup over state-of-the-art SpMM implementations optimized with TCs. [ABSTRACT FROM AUTHOR]

This is a case study of a science professional development workshop in Nepal with 17 teacher participants from four public schools. These schools mainly served Indigenous students in elementary, middle, and high school (Grades 9 and 10). The workshop focused on educating and building science teacher leaders for culturally relevant teaching and antiracist pedagogy by valuing and integrating Indigenous leadership practices and local knowledge. The teachers participated in a 2-day workshop co-organized by the local district education office and the local high school and led by the high school principal and a U.S.-based university faculty. Data were collected during and after the workshop through field notes, audio/video recordings of some sections of the workshop, and focus group interviews with a select group of participating teachers. The analysis of the data showed (a) struggles and opportunities to prioritize Indigenous science knowledge and Tharu sociocultural connections, (b) teachers seeking affirmation from principals to be science teacher leaders modeled on Indigenous leadership values, and (c) greater willingness for culturally relevant pedagogy among female and Indigenous teachers. The hope is that this paper will contribute to the value of a science teacher leadership professional development program (PD) in building awareness among science teachers about the value of culturally appropriate antiracist pedagogy in science teacher leaders. In addition, the PD also shows that science teacher leaders in Indigenous schools would benefit from the Indigenous relational model of leadership in leading their peers and students in antiracist and culturally relevant science teaching and learning. Finally, the study seems to indicate that a successful science teacher leader always incorporates local Indigenous community values, knowledge, and practices. [ABSTRACT FROM AUTHOR]

In this conceptual paper, we present a discussion of how we have embraced two challenges, posed by Aukerman and Schuldt, in their call for a more socially just science of reading, to which this special issue is responsive. Specifically, we share lessons learned from years of designing texts that (a) advance knowledge-building in the context of project-based science teaching and (b) advance readers' textual dexterity. Our research is conducted in the context of project-based learning in science, and we approach our inquiry from multiple theoretical perspectives. We argue for the importance of text in science instruction. We present theories, empirical support, and national standards consistent with the integration of text in science. We discuss the role that texts can play in project-based science instruction. We also illustrate the design and optimization of texts and tasks, as well as the role of the teacher in this instruction. [ABSTRACT FROM AUTHOR]

This paper introduces a parameter-efficient transformer-based model designed for scientific literature classification. By optimizing the transformer architecture, the proposed model significantly reduces memory usage, training time, inference time, and the carbon footprint associated with large language models. The proposed approach is evaluated against various deep learning models and demonstrates superior performance in classifying scientific literature. Comprehensive experiments conducted on datasets from Web of Science, ArXiv, Nature, Springer, and Wiley reveal that the proposed model's multi-headed attention mechanism and enhanced embeddings contribute to its high accuracy and efficiency, making it a robust solution for text classification tasks. [ABSTRACT FROM AUTHOR]

Sensors should be integrated into teacher education, as they are essential tools in the digital practices needed for full participation in society. Electronic sensors can be used as laboratory/scientific tools, as everyday mobile learning tools, and as epistemic mediators in several scientific fields, as well as in interdisciplinary approaches. In this way, electronic sensors can play multiple roles in the main dimensions of teacher education. The aim of the research presented in this paper was to create a framework for the research-based and interdisciplinary use of sensors in elementary teacher education, based on the thematic analysis of seven case studies implemented in Portugal. The thematic categories used in the cross-case analysis were fundamental in revealing the different roles played by sensors in the different phases of the didactic sequences of the cases. Subsequently, the thematic analysis made it possible to identify patterns of affordances of sensors and to relate the multiple roles of electronic sensors to different areas of the Portuguese elementary teacher education model. The research synthesis made it possible to outline the framework perspectives. The resulting framework systematized and highlighted the affordances of sensors in pre-service and in-service elementary teacher education as scientific, epistemic, interdisciplinary, and didactic mediators. These affordances were revealed to be particularly important in data-driven inquiry problem-solving, pedagogical content knowledge, and professional knowledge development. The framework created can be expanded in future related research. [ABSTRACT FROM AUTHOR]

Intersecting disciplines, as an important trend in the development of modern academic research and education, have exerted a profound and positive influence on scientific research activities. Based on control theory and fractional-order theory, this paper presents a novel approach for the speed regulation of a permanent magnet synchronous motor (PMSM) in the presence of uncertainties and external disturbances. The proposed method is a composite control based on a model-free sliding mode and a fractional-order ultra-local model. The model-free sliding mode is a control strategy that utilizes the sliding mode control methodology without explicitly relying on a mathematical model of the system being controlled. The fractional-order ultra-local model is a mathematical representation of a dynamic system that incorporates the concept of fractional-order derivatives. The core of the controller is a new type of fractional-order fast nonsingular terminal sliding mode surface, which ensures high robustness, quick convergence, while preventing singularity. Moreover, a novel fractional-order nonlinear extended state observer is proposed to estimate both internal and external disturbances of the fractional-order ultra-local model. The stability of the system is analyzed using both the Lyapunov stability theory and the Mittag–Leffler stability theory. The analysis confirms the convergence stability of the closed-loop system under the proposed control scheme. The comparison results indicate that the proposed composite control based on the fractional-order ultra-local model is a promising solution for regulating the speed of PMSMs in the presence of uncertainties and disturbances. [ABSTRACT FROM AUTHOR]

The efficient solution (fast and accurate) of parametric partial differential equations (pPDE) is of major interest in many domains of science and engineering, enabling evaluations of the quantities of interest, optimization, control, and uncertainty propagation—all them under stringent real-time constraints. Different methodologies have been proposed in the past within the model order reduction (MOR) community, based on the use of reduced bases (RB) or the separated representation at the heart of the so-called proper generalized decompositions (PGD). In PGD, an alternate-direction strategy is employed to circumvent the integration issues of operating in multi-dimensional domains. Recently, physics informed neural networks (PINNs), a particular collocation schema where the unknown field is approximated by a neural network (NN), have emerged in the domain of scientific machine learning. PNNs combine the versatility of NN-based approximation with the ease of collocating pPDE. The present paper proposes a combination of both procedures to find an efficient solution for pPDE, that can either be viewed as an efficient collocation procedure for PINN, or as a monolithic PGD that bypasses the use of the fixed-point alternated directions. [ABSTRACT FROM AUTHOR]

This paper explores how concept maps can be structured based on researcher narration as a systems thinking (ST) approach in science education to portray the systemic nature of developmental work by chemists on solutions related to sustainability. Sustainability cannot be achieved without a systemic approach that considers all the domains of prosperity and well-being—ecological, social, and economic. Science education must respond to this challenge accordingly and find effective ways to include the ST approach. Data were collected from three semi-structured, in-depth interviews with chemists. The analysis was carried out using qualitative content analysis and modelling the systemic structures in concept maps as articulated by the chemists. The results show that authentic narratives of chemists' developmental work can be used as material in a concept mapping exercise to reveal several ST elements and learning objectives, including leverage points and delays, that have not been presented in previous exercises. The chemists' descriptions were also found to address the challenge of sustainability education by depicting a holistic and multidimensional picture of the reality where the developmental work is conducted. Furthermore, all three domains of sustainability were identified. The economic and industrial perspectives were especially valuable from the science education viewpoint. [ABSTRACT FROM AUTHOR]

This document is a correction notice for a scientific paper titled "Nonequilibrium Casimir-Polder Interaction between Nanoparticles and Substrates Coated with Gapped Graphene." The authors provide two corrections to their paper. The first correction involves replacing Equation (28) in the paper with a corrected version that includes an additional term. This correction affects Figures 5 and 6 in the paper. The second correction involves revising the wording in Section 4 of the paper. The authors state that these corrections do not impact the main results or conclusions of the paper. The corrected figures are provided in the notice. [Extracted from the article]

In the last decade, game-based learning has received growing attention in educational contexts in general and science education in particular. A recent game trend, which has also found its way into STEM classrooms, is escape rooms. In this type of game, players have to work through several puzzles to achieve a specific goal (mostly to escape from an actual room). We conducted a systematic literature review to find out whether the "market" for such games is already saturated or if there is still potential for further development. After searching the common databases (ERIC, Web of Science, and Google Scholar, as well as the German database FIS Bildung), we analyzed 93 journal articles, book chapters, and conference papers in English and German from the following domains: chemistry, physics, biology, mathematics, computer science, general science (interdisciplinary), environmental science, and medicine. We selected the ones that targeted a specific educational level (primary, secondary or tertiary education) and were designed for formal educational settings. It transpired that there is a need for more easily adaptable escape rooms as well as for more empirical evidence on their actual effects. [ABSTRACT FROM AUTHOR]

Contemporary science pedagogy, especially at the secondary level, seeks to emphasize Dewey's idea of science as a method. More specifically, factors of the nature of science that highlight inquiry-based learning have been popularized and applied in science curricula and classrooms. Simultaneously, the West has experienced exponential growth in studios, seminars, and interventions involving mindfulness, yoga, and Eastern practices. Whether it be for physical health or corporate productivity, these practices have entered the contemporary culture, often with an aspect of cultural appropriation. While these practices have undoubtedly proven to improve performance and control anxiety among young people, this paper argues that adopting the paradigm and premise of philosophies such as yoga, Vedanta, and Buddhism alter student understanding of science and their interaction with the world. This paper will do so by presenting science as an experience of inquiry by the subject, as explained by Dewey, Spencer, and Kuhn. This paper will contrast the approach of these contemplative schools to Cartesian dualism, particularly concerning the idea of subjective awareness. By doing so, this paper will present how a pedagogy based on the paradigm and approach of yoga and mindfulness (not just its meditation practices) can influence students' experience of oneness with others and their environment, science as inquiry, and being a contributing member of a community. More specifically, this paradigm application allows for a student's experience of first-person inquiry and awareness that leads to an interconnectedness (pratityasamutpada) and citta vrtti nirodha (stilling of the fluctuating states of mind). In a time when students are heavily engaged in a technology-dependent, pandemic learning environment, this shift in science pedagogy offers an alternative approach that improves student understanding of the role of empathy and sustenance in science. [ABSTRACT FROM AUTHOR]

STEM has become a pervasive part of global education reform. The STEM discourse positions the purpose of scientific education as being to prepare young people for work in a hyper-competitive 21st century knowledge economy, pushing aside alternative approaches focussed on interrogating social, moral and political issues in context. This narrative does not always sit comfortably with the holistic ambitions of many state and faith-based education systems. In this paper we will argue that these tensions emerge from deeper conflicts in the cultural-discursive arrangements around education in the advanced democratic states through an exploration of the response to a STEM curriculum project in a Catholic education system. The exploration is based on a phenomenographic analysis of reflective interviews conducted with participating teachers. We conclude that while the teachers are aware of the tensions, they may benefit from access to a language for discussing the various pressures on learning design and meaning making. [ABSTRACT FROM AUTHOR]

While it is evident that Ireland has the ambition to widen access to higher education, there are challenges; especially regarding the decision-making process of socio-economically disadvantaged youth when selecting subjects for transition into higher education. This is of particular concern when there are abundant science-related courses in higher education, as well as careers, which are fundamental to the global economy, and a cohort of Ireland's youth is disadvantaged in choosing this pathway. National statistics highlight the disproportionate participation rate across genders in upper secondary school science education. Extensive research has been invested in exploring supporting female access into male-dominated science fields (e.g., physics) but less so regarding male access into female-dominated science fields (e.g., biology) to achieve gender equity. Thus, this paper uses the Theory of Planned Behaviour as a theoretical framework to examine the possible psychosocial elements affecting the decision-making process of socio-economically disadvantaged male students attending DEIS schools in the Republic of Ireland and their intent to study biology as a subject at the upper secondary school level. Data collected from 344 secondary school-level students from 20 schools across nine Irish counties, and subsequently descriptively analysed, revealed that male students were considerably less likely than female students to choose biology at upper secondary level education. Many male students expressed anxiousness and hopelessness when evaluating the study of biology. Teachers were identified as lead influencers and self-efficacy was highlighted as a significant factor in male affinity to the subject. Finally, higher levels of female students' intent to study biology at upper second level suggested the familial influence of parents and wider family contributes to their overall perspective on the relevance of science to their future prosperity. Considering the various factors influencing intent, the authors suggest that a targeted pedagogical intervention that includes the promotion of self-efficacy; male student mastery experiences through assessment; emphasis on scientific knowledge; and raising the awareness of the various career pathways that studying biology affords could ameliorate this trend amongst teenage males. Additionally, targeted messaging for parents and the wider family as well as continuous professional development for teachers should be integral to any work conducted in this area. [ABSTRACT FROM AUTHOR]

Considering learning to be situated and modally defined, the purpose of this paper was to identify and describe action structures as thought structures. We aimed to investigate the modal patterns that emerge during the learning process through a case study that examines how a 5-year-old preschool child conceptualizes the dimensions of mechanical equilibrium. Three identical tests were designed to elicit different modal responses from the student. These tests consisted of three tasks that differed semiotically from one another. The tests were conducted at different time points and were interspersed with two contextually distinct teaching interventions. The findings demonstrate that, while conceptualizing mechanical equilibrium, the student constructed meanings through semantic supplements of speech, bodily expression, and drawing, thus creating a form of multimodal syntax to express their thoughts. Complementarity evidently contributes to the concept of variability and serves as components of learning, which is perceived as a dynamic process. [ABSTRACT FROM AUTHOR]

This paper presents a synoptic ("Two-Eyed Seeing") approach to science transfer in Education for Sustainable Development (ESD), based on an ontological framework inspired by two related concepts from Western philosophy (Sellars' synoptic view) and indigenous wisdom (Two-Eyed Seeing). It was tested and further developed in a participatory research process with first year student science teachers. The results show that this model can support a balanced approach between a scientific and a holistic perspective at each stage of the teaching process—preparation, implementation and assessment—and help to integrate sustainability issues consistently into science lessons. In the course of the research process, the model has developed into a viable educational tool that distinguishes between a person-oriented lifeworld image and a things-oriented scientific image and guides the systematic transfer between the two images. It promotes students' reasoning and scientific practice as well as their identity formation and community interaction, two equally important issues in ESD of today. The pre-service teachers were careful to close the loop, as they put it, between the two images. They saw health and environmental issues as particularly helpful in realising scientific holism. The pre-service teachers interpreted the role of the teacher as a facilitator or mediator between the two images rather than as an expert and advocate of a one-sided scientific image of the world. The model may be of general interest to teachers and researchers who design, implement, evaluate and investigate ESD activities. The potential use of the scientific holism framework and the synoptic ("Two-Eyed Seeing") tool for science transfer in public and political sustainability discourse is also discussed. [ABSTRACT FROM AUTHOR]

It is of great theoretical and practical significance to investigate the influence of intelligent city construction on urban innovation. Based on the data of 238 cities in China from 2006 to 2019, this paper utilizes the staggered difference-in-differences (staggered DID) model and the mediating effect model to examine the impact and mechanisms of smart city construction on urban innovation. We find that China's smart city pilot policies significantly promote urban innovation. Mechanism analysis shows that this innovation promotion effect acts through improving urban informatization, government financial expenditure on science and technology, and the upgrading of the city's industrial structure. Further analysis shows that smart city construction has a stronger promoting effect on innovation in cities of a larger scale, that located in the eastern region, and have a lower level of science and education. Overall, our findings provide new insights into urban innovation and objectively assess the impact of smart city construction in China. [ABSTRACT FROM AUTHOR]

This article is an introduction to the rich domain of curriculum studies with specific reference to science teaching and learning. It is designed not as a systematic review or theoretical treatise but rather as an overview for those charged with transforming science content and processes into a classroom curriculum. In other words, while written from the scholarly perspective of curriculum studies, the hope is that it will be seen by teachers as a set of possibilities rather than recommendations while reminding educators that what happens in classrooms to students and their parents is the curriculum, but it is only one of many that might have been delivered. To accomplish this, this paper explores the complex definition of curriculum including the notions of the kinds of curriculum from null, to formal, received, and learned with an emphasis on what occurs as a specific curriculum design results in effective and even faulty learning, a unique consequence proposed here. Next, we explore the common curriculum ideologies or orientations including those focused on academic advancement, tradition, student-centeredness, and social improvement. Finally, a formal recommendation for the content of science instruction in the U.S.—the Next-Generation Science Standards, is are considered as a conclusion by applying the expansive perspective of the term and nature of curriculum discussed throughout. [ABSTRACT FROM AUTHOR]

This conceptual paper starts by outlining six important concerns of Science|Environment|Health (S|E|H), a new pedagogy of science that has been developed during the last decade by a Special Interest Group of the ESERA community. The paper points out that the importance of these six concerns even increased during the SARS-CoV-2 pandemic. They play an essential role in preparing future citizens not only for coping with the pandemic but in general with other great challenges that lie ahead of our world. In this way S|E|H is naturally connected to the UN Sustainable Development Goals, and the paper discusses how S|E|H work in recent years may inspire education for sustainable development. The six concerns are: (1) the question of curricular change, (2) the role of knowledge in S|E|H contexts, (3) the danger of scientism and the tension between individual and political responsibility, (4) decision-making in S|E|H contexts, (5) the challenge of coping with uncertainty, and (6) the question of scientific holism. Structured by these concerns, the paper reviews recent research of the S|E|H community. These findings are reframed by the Two-Eyed Seeing approach that has recently found growing interest in the S|E|H community. This new approach distinguishes between the scientific image and the life-world image on an ontological basis, which helps to disentangle the six concerns and to provide a framework for tackling them in teacher education and educational research—in S|E|H contexts and also in education for sustainable development. [ABSTRACT FROM AUTHOR]

Simple Summary: The rate of human population growth continues to increase, with a growing adverse anthropogenic influence on the biosphere. This creates a completely new evolutionary challenge to animal species and new research tasks for bioconservation science. Biocollections are very helpful in bioconservation in this situation. We studied the professional opinions of bioconservation specialists on the future of creating/maintaining biocollections and biocollection networks in Russia. There is a significant degree of concordance among them about the necessity to unite biocollections in networks. This may provide several important opportunities: the ability to cross-check in research, the simplicity of access, redundancy in storing specimens, and effective data curation. We show the success and deliberate on the future potential of our scientific institution in developing and sustaining four large biocollections. These biocollections may become a basis for a national biodiversity centre. Biodiversity collections are important vehicles for protecting endangered wildlife in situations of adverse anthropogenic influence. In Russia, there are currently a number of institution- and museum-based biological collections, but there are no nation-wide centres of biodiversity collections. In this paper, we report on the results of our survey of 324 bioconservation, big-data, and ecology specialists from different regions of Russia in regard to the necessity to create several large national biodiversity centres of wildlife protection. The survey revealed specific goals that have to be fulfilled during the development of these centres for the protection and restoration of endangered wildlife species. The top three problems/tasks (topics) are the following: (1) the necessity to create large national centres for different types of specimens; (2) the full sequencing and creation of different "omic" (genomic, proteomic, transcriptomic, etc.) databases; (3) full digitisation of a biodiversity collection/centre. These goals may constitute a guideline for the future of biodiversity collections in Russia that would be targeted at protecting and restoring endangered species. With the due network service level, the translation of the website into English, and permission from the regulator (Ministry of Science and Higher Education of Russian Federation), it can also become an international project. [ABSTRACT FROM AUTHOR]

The presence of information asymmetry can hinder the public's ability to make well-informed decisions, resulting in unwarranted suspicion and the widespread dissemination of rumors. Therefore, it is crucial to provide individuals with consistent and dependable scientific education. Regular popular science education is considered a periodic impulsive intervention to mitigate the impact of information asymmetry and promote a more informed and discerning public. Drawing on these findings, this paper proposes a susceptible-hesitant-infected-refuting-recovered (SHIDR) rumor-spreading model to explain the spread of rumors. The model incorporates elements such as time delay, nonlinear incidence, and refuting individuals. Firstly, by applying the comparison theorem of an impulsive differential equation, we calculate two thresholds for rumor propagation. Additionally, we analyze the conditions of global attractiveness of the rumor-free periodic solution. Furthermore, we consider the condition for the rumor's permanence. Finally, numerical simulations are conducted to validate the accuracy of our findings. The results suggest that increasing the proportion of impulsive vaccination, reducing the impulsive period, or prolonging the delay time can effectively suppress rumors. [ABSTRACT FROM AUTHOR]

The regional energy system (RES) is a system that consumes multiple forms of energy in the region and achieves coordinated and efficient utilization of energy resources. The RES is composed of multiple micro energy systems (MESs); however, due to the mismatch of energy resources and different energy consumption within each MES, a large amount of clean energy is wasted, and each MES has to acquire extra energy. This significantly increases operation costs and contributes to environmental pollution. One of the promising ways to solve this problem is to deploy an energy storage system in the RES, which can make use of its advantages to transfer energy in space-time and fulfill the demand for loads in different periods, and conduct unified energy management for each MES in the RES. Nevertheless, a large number of users are deterred by the high investment in energy storage devices. A shared energy storage system (SESS) can allow multi-MESs to share one energy storage system, and meet the energy storage needs of different systems, to reduce the capital investment of energy storage systems and realize efficient consumption of clean energy. Taking multiple MESs as the object, this paper proposes a model and collaborative optimal strategy of energy management for the RES to accomplish high utilization of clean energy, environmental friendliness, and economy. First, the paper analyzes the internal energy supply characteristics of the RES and develops a model of the RES with an SESS. Then, the paper poses the management concept of load integration and unified energy distribution by using the operational information of each subsystem. An optimal operation strategy is established to minimize daily operation costs and achieve economic, environmentally friendly, and efficient operation of the RES. Third, by setting up scenarios such as no energy storage system and an independent energy storage system (IESS) of each MES and SESS, a case of a science and education park in Guangzhou, China, is illustrated for experiments. Numerical experiment results show that with an SESS built by the investor in the RES and applying the mentioned energy management strategy, the utilization of clean energy can be 100%, the operation costs can be reduced by up to 9.78%, the pollutant emission can be reduced by 3.92%, and the peak-to-valley difference can be decreased by 20.03%. Finally, the influence of energy storage service fees and electricity tariffs on daily operation costs is discussed, and the operation suggestions of the SESS are proposed. It validates the effectiveness of the proposed strategy. [ABSTRACT FROM AUTHOR]

The goal of this study was to investigate the practices and attitudes of the research and teaching staff at the University of Split (Croatia) about the online encyclopedia Wikipedia. The method of a questionnaire-based survey was used to gain insights related to this topic. During February 2024, the survey was completed by 226 respondents. The results show that almost all respondents read Wikipedia articles and believe that the level of their accuracy is quite high. Almost half of the respondents strongly agree with the statement that it would be desirable for faculty staff to write Wikipedia articles with the aim of spreading knowledge about topics from their professional fields. However, a very small number of respondents participated in writing articles for Wikipedia. Also, the respondents answered that to them, the greatest motivations to write articles on Wikipedia would be if this activity were evaluated for the advancement to a higher work position and the correction of errors in Wikipedia articles. It was also found that most respondents are not very familiar with how Wikipedia works or how to add new content to it. These and other insights from this study can be used to conceive and initiate various activities that can contribute to greater participation of scientific and teaching staff of higher education institutions in writing quality content on Wikipedia, as well as activities that can contribute to a better familiarization with the principles and procedures to write and enhance its content. Other research methods, such as interviews with scientific and teaching staff of higher education institutions, could be used to acquire further, more detailed answers related to this topic. [ABSTRACT FROM AUTHOR]

Green innovation precisely reflects China's new development concept and is the general trend for urban development in the future. In addition, e-commerce might become an important breakthrough platform to promote urban green innovation. In order to explore the impact of the construction of national e-commerce demonstration cities on urban green innovation, this paper aimed to theoretically analyze the potential relationship between the two and the transmission mechanism. At the same time, we have examined the panel data from 297 prefecture level cities in China from 2005 to 2018 to explore the implementation effect of the pilot policies by using difference-in-differences and carried out a series of robustness tests. The results showed that: (i) The pilot policy of e-commerce demonstration cities exhibited a significant promotion effect on the green innovation capacity of the different cities, and in general, the promotion effect of the pilot policy is dynamically sustainable. (ii) Analysis of the further influence mechanism showed that the pilot policy could effectively promote the development of urban green innovation capacity by enhancing the level of urban informatization, thereby attracting the concentration of scientific and technological talents. This in turn can facilitate urban innovation and the entrepreneurship environment, among which the boosting effect of optimizing the urban innovation and entrepreneurship environment was the greatest. (iii) In terms of heterogeneity, the pilot policies showed significant positive effects on all the regions to which the cities belong, while the boosting effects were more significant for cities with large populations, non-central cities, and the general science and education cities. The findings of this study not only enrich the research results in the field of urban green innovation, but also have clear policy implications, which can provide useful guidance and reference value for the work of relevant departments. [ABSTRACT FROM AUTHOR]

The digitalization of everyday school life has gained increasing importance for teachers in recent years. In Germany, this is especially true since the publication of the strategy on "Education in the Digital World" by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in 2016, which calls for the acquisition of digital competencies by students. In this regard, it is of great importance that future teachers acquire important skills in the field of digitalization during their teacher training in order to effectively and pedagogically use digital media in instruction. In this paper, we present the concept of an intervention on the topic of "Simulation and Modeling" from the competency framework DiKoLAN, which provides possible guidance in relation to the question "which competencies in the field of digitalization should be taught during teacher training?" One focus of the presented concept is the technology of "Augmented Reality," which has already been described as an effective teaching and learning tool. Furthermore, evaluation results of the seminar are presented, which examine both the effectiveness in terms of conveying the desired competencies through the measurement of self-efficacy expectations, and the attitudes of the pre-service teachers towards the use of AR in science education. The evaluation of the intervention measure shows a significant increase in pre-service teachers' self-efficacy expectations across all areas of competencies to be taught, as well as a significantly more positive attitude towards the use of AR in science teaching. [ABSTRACT FROM AUTHOR]

This paper describes a hypothesized learning progression for how secondary students understand interdependent relationships in ecosystems, a key concept in the field of ecology and for public understanding of science. In this study, a hypothetical learning progression was developed and empirically investigated using Rasch modeling of data from 1366 students in a large, diverse, urban school district. We found that the empirical evidence supported the general structure of the hypothesized learning progression for relationships in ecosystems. There were notable exceptions, and we describe the ways in which we altered the items and the learning progression to address empirical inconsistencies with our a priori conceptions. The assessment items developed through this study are immediately available online for formative assessment purposes, and the learning progression can support teachers' thinking about students' understanding of ecosystems. In particular, the upper reach of the learning progression offers a more complete description of the ways in which students might develop their understanding of complex interactions in ecosystems, beyond what is currently offered in the literature and standards documents about students' understanding. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) improves science education by facilitating teaching and experiments in schools and universities. Studies show positive effects, like increased motivation and improved concept connections, but there is a lack of consistency in the implementation and investigation of AR in science experiments. This review examines AR usage, criteria, design parameters for the development of AR applications and the validation methods, taking into account the PRISMA guidelines. A Web of Science database search using "Publish or Perish" software (version 23.4.0) identified 247 potentially relevant articles from 2000 to March 2024 in international, peer-reviewed journals. After removing duplicates, inaccessible abstracts, and applying inclusion and exclusion criteria, 40 studies were selected for in-depth analysis. Physics had the most AR applications, primarily for visualizing invisible properties. Most studies used quantitative or qualitative methods, only a few used both or did not conduct empirical research. Research questions varied, but common drawbacks included small sample sizes and low use of AR design parameters such as interactivity, adaptivity, realistic representation and use of game elements. This review identifies opportunities for improvement in the implementation and investigation of AR in science education experiments and emphasizes consistent and rigorous approaches to fully exploit the benefits of AR in science education. [ABSTRACT FROM AUTHOR]

The United Nations' sustainable development goals highlight the importance of embracing our natural environment through action in education. In science education, it is therefore important to enhance our understanding of pedagogical approaches that promote Education Outside the Classroom (EOC). The aim of this systematic review is to investigate EOC methods and pedagogies and examine how they can help inform students' acquisition of scientific knowledge and skills. In total, 157 full texts were read and considered for inclusion in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The final review included 49 empirical studies that examined EOC research between 2012 and 2021 across all disciplines. Positive outcomes are reported regarding student learning, motivation, and enjoyment, which highlight the benefits and rationale for adopting such approaches to support learning. However, a lack of longitudinal data was evident regarding the impact of the EOC experiences. This review shows that the pedagogical models underpinning the approaches to EOC were not always explicit or clearly stated. In terms of the methodological considerations, a number of gaps emerged in relation to the reporting of geographical and gender differences. We offer recommendations to implement EOC in science education and suggest areas for future research. [ABSTRACT FROM AUTHOR]

Teaching with and about technology is part of science teachers' 21st century skills. To foster technology-enhanced practice, teachers need to acquire both technological pedagogical content knowledge (TPACK on action) and positive behavioral orientations toward technology exploitation. However, it remains unclear if the gained knowledge is applied in practice (TPACK in action). Therefore, studies are required to investigate the interplay of programs promoting TPACK on action, behavioral orientations, and resulting TPACK in action. This paper presents an approach that explicitly links pre-service science teachers' pedagogical content knowledge (PCK) with TPACK development in two undergraduate modules, following the transformative view of TPACK. TPACK on action and behavioral orientations are captured through a questionnaire at three points in time. Additionally, lesson plans are analyzed to evaluate the quality of technology use and cognitive engagement, approximating TPACK in action. The results show a significant increase in pre-service science teachers' (N = 133) self-rated TPACK on action and behavioral orientations between pre- and post-test, with moderate to large effects. Moreover, the analyses of lesson plans reveal a high quality of technology exploitation in the planned lessons, indicating distinctive TPACK in action after attending the modules. This theory-based approach is supported by empirical data, and highly regarded by participants, making it a successful model for course redesign at other universities. [ABSTRACT FROM AUTHOR]

Automation Studio, a specialised simulation software, offers virtual commissioning capabilities and robust tools for modelling the behaviour and performance of a pneumatic robot controlled by a PLC. Conversely, Unity is a versatile platform primarily used for creating high-quality 3D games and interactive simulations, providing immersive experiences with DTs through mixed-reality environments. This paper provides a study that compares and contrasts the simulation power of Automation Studio and the immersive capabilities of Unity in the context of developing digital twins for a mechatronic system. This research explores how these complementary approaches enhance the development, validation, understanding, and interaction with digital twins. By examining both platforms in this context, the article provides valuable insights for engineers, developers, and researchers looking to create digital twins for mechatronic systems, but not only. This study demonstrates the potential of leveraging the combined power of simulation and immersive capabilities to improve the interaction between the real robotic arm manipulator cylindrical type and its digital twin in different scenarios, using an OPC approach for mirroring. The combination of Automation Studio and Unity provides a powerful platform for applied science education in the field of the digital twin of mechatronic systems. [ABSTRACT FROM AUTHOR]

The Ocean Color—Simultaneous Marine and Aerosol Retrieval Tool (OC-SMART) is a robust data processing platform utilizing scientific machine learning (SciML) in conjunction with comprehensive radiative transfer computations to provide accurate remote sensing reflectances ( R rs estimates), aerosol optical depths, and inherent optical properties. This paper expands the capability of OC-SMART by quantifying uncertainties in ocean color retrievals. Bayesian inversion is used to relate measured top of atmosphere radiances and a priori data to estimate posterior probability density functions and associated uncertainties. A framework of the methodology and implementation strategy is presented and uncertainty estimates for R rs retrievals are provided to demonstrate the approach by applying it to MODIS, OLCI Sentinel-3, and VIIRS sensor data. [ABSTRACT FROM AUTHOR]

With the world currently facing an escalating environmental crisis and major virus disease outbreaks, the need to significantly grow the STEM workforce ranks has never been more urgent. The authors propose a novel teaching methodology involving functional analysis diagrams (FADs) as an educational aid. The paper presents a method to quantitatively assess the effects of the proposed intervention in an educational setting alongside a pilot study conducted in a South Korean secondary school with non-native English-speaking students (n = 39). The written assessment results indicate that the FAD-assisted method can have a measurable effect and have the potential to assist students with lower scores in English. This pilot study's results suggest that FAD models of engineering systems can enhance knowledge transfers in technology and engineering education. Experimental validation using the proposed method was shown to be feasible and would require a moderate-sized sample (n ≥ 168) for a future full-scale study. [ABSTRACT FROM AUTHOR]

This study provides an overview of the didactic focus areas in educational research in biology, chemistry and physics, seeking to identify the focus areas that are investigated frequently and those that have been studied rarely or not at all. We applied the didactic focus-based categorization analysis method (DFCM), which is based on an extension of the didactic triangle. As the data set, we used 250 papers published in the Nordic Studies in Science Education (NorDiNa) between 2005 and 2013, and the European Science Education Research Association (ESERA) 2013 conference proceedings covering education at upper secondary and tertiary levels. The results show that the teacher's pedagogical actions and the student–content relationship were the most frequently studied aspects. On the other hand, teachers' reflections on the students' perceptions and attitudes about goals and content, and teachers' conceptions of the students' actions towards achieving the goals were studied least. Irrespective of the publication forum, the distributions of foci to different categories were quite similar. Our historical analysis completes the recent studies in the field as it is based on the theory driven categorization system instead of the data driven approaches used by the previous researchers. Moreover, our further observations on more recent publications suggest that no significant changes have taken place, and therefore wider discussion about the scope and the coverage of the research in science education is needed. [ABSTRACT FROM AUTHOR]

This study is aimed at providing solutions to problems in the field of science and technology education, as well as approaches to improve its effectiveness. This study's specific goal was to ascertain how inquiry-based learning, when aided by instructional technology, raises student success and fosters their capacity for scientific inquiry. In this paper, we investigate a technology-supported intervention that facilitates students to actively generate and solve questions in a cycle of science inquiry in a primary (elementary) school. Through utilizing a question generation technology platform with a guided pedagogical framework, the teachers purposefully leveraged on students' generated questioning to design and implement a process of creating and presenting their inquiries. The questioning-driven dialogic exchanges took place in the classroom setting, as well as during online interactions outside of the class. Our empirical study, as demonstrated by quantitative and qualitative analysis, connotes a positive causal effect of students' generated questioning to their cognitive performances, and their noteworthy differences of attitudes towards science between the experimental and control groups. The results uphold the value of fostering students to generate questions for their inquiries and learning. We also highlight the importance of teachers' awareness of pedagogical design and enactment, enabled by technology, in order to adapt to the profiles of students' generated questioning for fostering productive cognitive performances. [ABSTRACT FROM AUTHOR]

P. Jaheer MuktharYuri LovyaginKai ErenliYuyang DongKaido KikkasYuzhou CaiKalliopi MegariYves KreisKaren H. MorinZachary TaylorKaren RagoonadenZaffar AhmedKari LippertZane DiamondKarin DollhausenZaneta GerhátováKarin VogtZbigniew LeskiKarina AdboZdenko DezelakKarmen KappZeeshan KhanKarolina CzerwiecZeljka TonkovicKarsih KarsihZerrin Doganca-KucukKatarina ValcovaZhiyong HanKatarzyna BobrowiczZhuoying WangKatarzyna JagielskaZoi ApostolouKatarzyna Rydel-CiszekZsolt SimonkaKate BorthwickZubair AhmadKate SimpsonZuheir KhlaifKate Tzu-Ching ChenZuilma Gabriela SigurdardóttirKaterina BerkováZuzana Straková ht Footnotes 1 B Disclaimer/Publisher's Note: b The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). I Education Sciences i was able to uphold its high standards for published papers due to the outstanding efforts of our reviewers. [Extracted from the article]

Some Results of the Sea Fluctuation Research It is undeniable that the main cause of sea level change is gravity and infragravity sea waves at work [[1]], which occur in various regions of the world ocean; some of them are regional in nature. We do not consider sea level change due to global warming, but only sea level fluctuations in our time scale. 10.3390/jmse9101073 11 Dolgikh G., Dolgikh S. Deformation Anomalies Accompanying Tsunami Origination. [Extracted from the article]

Climate change is considered one of the greatest threats to human and natural ecosystems. In the search of options for action from science education, this paper aims to analyze the Chilean science curriculum to understand and act upon the socio-environmental climate change emergency. We developed a content analysis of curriculum documents, focusing on climate change, curriculum integration, and climate action. We explored 15 Chilean science and general curriculum documents for nine different school subjects. By understanding curriculum documents as a critical aspect to promote an educational response to climate change, we evidence that, even though only 5% of all learning goals are explicitly connected to climate change, there are opportunities to promote an integrated curriculum on climate change. Activities in the Chilean curriculum regarding climate change are mainly linked to concepts such as sustainability and biodiversity, and climate action from a critical approach of scientific literacy is primarily promoted in the last two years of schooling. This unbalanced science curriculum throughout all levels might be producing potential tensions in pedagogical practices about climate change education. [ABSTRACT FROM AUTHOR]

With the rapid and vigorous growth of forest tourism, the irresponsible environmental behavior of tourists has caused enormous strain on forests' ecological systems. Carrying out environmental education in forest parks is conducive to promoting the sustainable development of forest tourism. To explore the impact of human–place emotion on environmental education effects, this study took Fuzhou National Forest Park as an example to construct a structural equation model composed of landscape perception, environment interpretation, place attachment, and the effects of environmental education (EEE). The relationship between the four elements and the mechanism of action was clarified. A questionnaire was used with 480 visitors. Statistical analysis showed that: (1) The value of scientific research and education (0.774) influences landscape perception. Reliability (0.770) and tangibility (0.718) contribute to environmental interpretation. Place identification and dependence are represented by environmental identity (0.771) and are activity-dependent (0.792), respectively. Knowledge (0.860) and behavior (0.869) are essential factors in driving the EEE. (2) Place attachment and environment interpretation had a significant positive impact on the environmental education effect (p < 0.001), and there was no direct effect between landscape perception and EEE. (3) Landscape perception and environmental interpretation indirectly influence EEE with place attachment as full and partial mediators, respectively. This paper aims to provide theoretical support for better synergistic growth of forest park ecology, economy, and environment. [ABSTRACT FROM AUTHOR]

In science education laboratory experimentation has a vital role for students' learning enhancement. Keeping in view the importance of modern day technologies in teaching learning process, various interactive laboratories (ISLs) have been developed to assist students in hands-on experiments in science education. In this paper we describe the potential contributions of existing interactive science laboratories (ISLs) in the major subjects of science, i.e., chemistry, biology and physics. The existing ISLs include virtual labs and simulation software where users performed their experiments. Important problems and challenges in the existing ISLs are highlighted. The systematic literature review (SLR) methodology is used for article searching, selection, and quality assessments. For this study, 86 articles after final selection using SLR are selected and classified into different categories. Each article is selected after briefly studying its different information, including category of the article, key idea, evaluation criterion, and its strengths and weaknesses. A subjective study with field experts was also conducted to investigate one of our existing virtual lab about the practical implementation and to find out the key issues in its implementation and use. Then, considering the suggestions of the subjective study, some guidelines are proposed for the improvement of future ISLs. [ABSTRACT FROM AUTHOR]

On 1 April 2022, the AlfaCrux CubeSat was launched by the Falcon 9 Transporter-4 mission, the fourth SpaceX dedicated smallsat rideshare program mission, from Space Launch Complex 40 at Cape Canaveral Space Force Station in Florida into a Sun-synchronous orbit at 500 km. AlfaCrux is an amateur radio and educational mission to provide learning and scientific benefits in the context of small satellite missions. It is an opportunity for theoretical and practical learning about the technical management, systems design, communication, orbital mechanics, development, integration, and operation of small satellites. The AlfaCrux payload, a software-defined radio hardware, is responsible for two main services, which are a digital packet repeater and a store-and-forward system. In the ground segment, a cloud-computing-based command and control station has been developed, together with an open access online platform to access and visualize the main information of the AlfaCrux telemetry and user data and experiments. It also becomes an in-orbit database reference to be used for different studies concerned with, for instance, radio propagation, attitude reconstruction, data-driven calibration algorithms for satellite sensors, among others. In this context, this paper describes the AlfaCrux mission, its main subsystems, and the achievements obtained in the early orbit phase. Scientific and engineering assessments conducted with the spacecraft operations to tackle unexpected behaviors in the ground station and also to better understand the space environment are also presented and discussed. [ABSTRACT FROM AUTHOR]

In this paper, we explore Science|Environment|Health, One Health, Planetary Health, and Sustainability/Education for Sustainable Development in the context of the 2030 Agenda as four major frameworks that take a step toward investigating health from different angles to tackle the grand challenges that lie ahead of humanity. In most of these frameworks, the topic of health is no longer limited to the health of humans; it also encompasses the health of ecosystems and planetary systems. Therefore, our ways of teaching and discussing health in science education may need to be adjusted. To this aim, we first shortly characterize the four frameworks and then analyze the concepts of health, the contributing sciences, and the role of values in the frameworks. In our opinion, three main questions have to be settled: (1) Which concept of health lies at the root of each framework? (2) Which sciences should be considered when teaching about health, and what role will they take in an interdisciplinary, integrative approach and under complexity restraints? (3) What is the role of values in these frameworks, and how can the is–ought fallacy be avoided? We finally discuss our findings in light of the concept of two-eyed seeing in science education. This concept helps us disentangle and sharpen the three main questions and draw implications for teaching about health in school science. [ABSTRACT FROM AUTHOR]

With the coronavirus disease 2019 (COVID-19) pandemic, education and learning have been compelled to go entirely online rather than using conventional offline media. As a result, remote learning adoption has exploded, neither planned nor anticipated. The challenges and benefits of such widespread adoption have gradually unfolded in front of our own eyes. Unlike other courses, science and technology (S&T) courses are more technical, involve practical lessons, and require careful planning for effective delivery via remote learning platforms. Thus, existing remote learning frameworks are too general and are not designed for S&T courses. In addition, the evolving requirements of learners' demand revision of prior frameworks to be relevant today. In this paper, we propose a remote learning reference framework called C19MOOC for S&T courses offered at higher learning institutions. The framework will provide the essential components to be considered in the development of remote learning systems for these courses. A focus group discussion was conducted to elicit learners' requirements and preferences for remote learning systems that offer S&T courses. The existing Massive Open Online Course (MOOC) framework was adapted to match learners' current needs and expectations. The MOOC framework's existing dimensions and components were redefined, and three new dimensions (Engagement, Governance, and Self-determination) and components were added. An expert review was administered to validate the C19MOOC framework. Based on our findings, it was determined that remote learning has excellent potential as an effective platform for education at higher learning institutions. Shortcomings that emerged during its immense use in the period of the COVID-19 pandemic can be addressed by leveraging the proposed framework. The C19MOOC framework will be useful for S&T education stakeholders, institutions, and system developers to identify suitable dimensions, components, and features to consider when designing remote learning systems for S&T education. [ABSTRACT FROM AUTHOR]

This document is an editorial introducing a special issue of the journal Magnetochemistry. The special issue focuses on research related to magnetic and magnetoelectric materials. The editorial acknowledges the contributions of various authors and their research topics, including investigations of thin films, superconductors, nanocomposites, and spinel compounds. The authors express gratitude to the editorial team and declare no conflicts of interest. [Extracted from the article]