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This article examines the impact of a poet‐led classroom‐based poetry programme on secondary school students' writer identities and self‐expression, particularly focusing on BPoC teenagers. Drawing on the Writing Realities framework, the research uses focus groups, participant observations, and interviews with the poet‐in‐residence. Rather than analysing the students' poems, the study explores their engagement with poetry writing and the poet‐in‐residence, highlighting the contribution to self‐reflection and meaning‐making. The findings reveal how the residency introduced students to diverse poetry forms, community‐based poetry, and collaborative writing, facilitating critical engagement with themes relevant to their lives. However, the school's status as a Predominantly White Institution hindered full expression of BPoC students' identities. The presence of the poet‐in‐residence, a young mixed‐heritage Muslim woman, positively influenced students' relationships with writing, particularly for BPoC students, by providing a protected space for self‐expression and identity exploration. The study underscores the importance of creating supportive environments in schools to nurture BPoC students' creativity and writer identity, emphasising the need for anti‐racist practices and culturally sustaining pedagogies to empower students from socially marginalised groups. [ABSTRACT FROM AUTHOR]

Background: Building 'key skills' may help prevent the development of challenging behaviour in children with an intellectual disability. The aim of this paper was to extend the current limited evidence in this area. Method: We undertook two studies with children with an intellectual disability in school settings: (1) a cross‐sectional replication study exploring the relationship between 'key skills' and challenging behaviour. (2) a longitudinal study follow‐up exploring change in 'key skill' levels and challenging behaviour. Results: The replication study recruited 74 participants, those scoring lowest in 'key skill' had a 94% chance of having challenging behaviour; those with the highest scores had a 6% chance. The follow‐up study recruited 39 participants, we found a significant increase in children's 'key skill' level (p <.001) and a decrease in their challenging behaviour (p =.046). Conclusion: Building 'key skills' in children with an intellectual disability may help reduce or prevent challenging behaviour. [ABSTRACT FROM AUTHOR]

Past research has linked peer and teacher discrimination to risk factors for school discipline, but few studies have examined whether peer and teacher discrimination have a direct impact on school discipline. This study examines the effects of general peer and teacher discrimination at the individual‐ and school‐level on school suspension using nationally representative, secondary data on almost 12,000 youth across 131 schools. Hierarchical logistic regression models indicated that general teacher discrimination at the individual‐ and school‐level—but not general peer discrimination—increased the odds of receiving school suspension. Findings suggest that general discrimination by direct learning instructors and teachers representing the broader school culture can shape student conduct. Reducing school discipline thus falls on teachers, staff, principals, and learners. [ABSTRACT FROM AUTHOR]

Left‐behind children are likely to experience peer victimization, which can have detrimental consequences in their developmental outcomes. Yet, limited longitudinal research have examined peer victimization trajectories over time or the factors associated with left‐behind children in China. The purpose of the present study was to examine what, if any, distinct trajectories of peer victimization exist among left‐behind children and whether these trajectories are related to school climate, left‐behind status, and their interactions. Participants were 853 Chinese left‐behind children (Mage = 14.25, SD = 2.39; 43.4% girls) who participated in a four‐wave longitudinal study conducted in rural China. Participants reported school climate (indexed by safety and order, acceptance and support, equality and fairness, autonomy and cooperation) at T1 and peer victimization across T1 to T4 spanning 2 years. Latent class growth analyses identified four peer victimization trajectories, including a stably low‐decreasing group, a moderate‐decreasing group, a high‐decreasing group, and an increasing group. Multinomial logistic regression analyses revealed that children who perceived more positive school climate were more likely to exhibit a stably low‐decreasing trajectory compared to the other three groups. In addition, among left‐behind children who perceived more positive school climate, children with single‐parent migrating were more likely to be members of the stably low‐decreasing group as compared to those with both‐parent migrating. Peer victimization among left‐behind children is a concern especially for those who were left behind by both parents and perceived less positive school climate. Targeted school‐based interventions and services focused on reducing peer victimization and improving school climate are needed for left‐behind children, especially those with both‐parent migrating. [ABSTRACT FROM AUTHOR]

BACKGROUND: This paper presents the process taken by a nonprofit educational organization to create authentic evaluation tools for Food Education in K‐12 schools. Development was a collaborative effort between organization staff and teachers during an Evaluation Summit. The program background, development of the Summit, and plans for post‐Summit work continuation are described. The Summit included 14 teacher participants (3‐4 per grade band in preK‐1, 2‐5, 6‐8, 9‐12). METHODS: The process of tool development was captured via direct observations and analysis of artifacts (eg, participants' brainstorming chart paper, online development documents) to identify themes in successful approaches and challenges. Additional post‐Summit activities were also captured via surveys and artifacts. Outcomes of this work are outlined, including the challenges in carrying out the creation of authentic assessments that accurately reflect the classroom teaching experience, and the value of in‐person community building in the Food Education space. RESULTS: Key findings relate to the importance of in‐person collaboration amongst teachers, centering students in evaluation, and equity and accessibility in tool development. CONCLUSIONS: Although outlining challenges and outcomes was not an a priori goal of this work, it provides important information for others working in the education nonprofit space—especially as it pertains to new approaches to classroom evaluation. [ABSTRACT FROM AUTHOR]

BACKGROUND: Youth violence, victimization, and bullying are pervasive in schools across the United States and are detrimental for learning and healthy development. K‐12 school safety is an increasingly urgent issue to research and understand from multiple perspectives. Physical and psychological safety in school is linked to better student and school outcomes and is fundamental to fostering well‐being and prosocial behavior. METHODS: Despite research demonstrating positive outcomes associated with school safety, there is no comprehensive conceptual model in the literature that considers precursors, strategies, mechanisms, and outcomes of school safety together. The current paper presents an equity‐centered comprehensive model of school safety, which is intended as a holistic representation of the multiple factors and pathways that contribute to school safety and positive youth development. RESULTS: This model can guide research and practice through an equity‐centered and comprehensive approach. This model can enable practitioners, researchers, and policymakers to make informed decisions and reach consensus regarding planning and decisions related to reducing violence and establishing supportive school environments. CONCLUSION: Our model suggests that a comprehensive approach can ensure the safety and well‐being of students and staff. By thinking ecologically, schools, communities, and stakeholders can ensure that all aspects of the school context are included in school safety. [ABSTRACT FROM AUTHOR]

This paper addresses the research problem that arises from evidence that, despite supportive policy contexts, enactment of pedagogies that attend to young children's participation rights in classroom settings is highly variable. We report our exploration of the ways in which the child, and child participation are constructed in early education settings in Wales, where legislation and policy around children's rights has been a key feature of the Welsh Government agenda post‐devolution. Data were gathered via a qualitative online bilingual (English and Welsh) survey offered via email to teachers of children aged 3–7 in Wales. The overarching research question of the project was: How do teachers of children 3–7 years understand and enact the notion of participation as it relates to the children they teach? Data analysis focused on research participants' apparent constructions of the children they teach and their capabilities, and unpacked the ways in which these constructions relate to the reported opportunities for participation. The discussion is informed by the notion of the threshold concept, described by Meyer & Land as akin to a portal that opens new and previously inaccessible ways of thinking. We consider the extent to which the conceptual construction of the capable child maybe a threshold concept in shaping the realisation of children's participation rights in educative contexts. [ABSTRACT FROM AUTHOR]

Physiologically based stress detection systems have proven to be effective in identifying different stress conditions in the body to determine the source of stress and be able to counteract it. However, some stress conditions have not been widely studied, including thermal stress, cognitive stress, and combined (thermal–cognitive) stress conditions, which are frequently encountered in work or school environments. In order to develop systems to detect and differentiate these conditions, it is necessary to identify the physiological indicators that characterize each of them. The present research aims to identify which physiological indicators (heart rate, respiratory rate, galvanic skin response, and local temperature) could differentiate different stress conditions (no‐stress, cognitive stress, thermal stress, and combined (thermal–cognitive) stress conditions). Thirty participants were exposed to cognitive, thermal, and combined stress sources while recording their physiological signals. The findings indicate that both mean heart rate and mean galvanic skin response identify moderate thermal and cognitive stress conditions as distinct from a no‐stress condition, yet they do not differentiate between the two stress conditions. Additionally, heart rate uniquely identifies the cognitive–thermal stress condition, effectively distinguishing this combined stress condition from the singular stress conditions and the no‐stress condition. Mean local temperature specifically signals thermal stress conditions, whereas mean respiratory rate accurately identifies cognitive stress conditions, with both indicators effectively separating these conditions from each other and from the no‐stress condition. This is the first basis for differentiating thermal and cognitive stress conditions through physiological indicators. Different sources of stress (thermal and cognitive) generate different physiological responses in the body. Mean heart rate, mean local temperature, mean respiratory rate, and mean galvanic skin response allow to differentiate between different stress conditions in the body. Physiological indicators can be used to develop signal‐based detection systems to identify different stress conditions. [ABSTRACT FROM AUTHOR]

This paper reports on a model for participatory curriculum development that builds on a 'connected learning communities' (CLC) approach. We describe and analyse the trajectory of six CLC‐cases using a framework informed by Social Practice Theory (SPT). The activities we report on took place during the first pilot year (2020–2021) of a transnational University Alliance involving six European universities. Data were drawn from document analysis, direct observations and ongoing dialogue with students and staff involved in the CLCs. Our findings illustrate the affordances of building on existing practice for curriculum development in international contexts and point out the importance of well‐equipped collaborative environments that encourage critical analysis and active experimentation. We found that the CLC model and SPT framework are helpful contributions in the field of curriculum development and argue that connected curriculum‐making approaches help shape versatile environments that can effectively transform and enhance educational provisions, experiences and outcomes. [ABSTRACT FROM AUTHOR]

This study investigated trajectories of ethnic discrimination experiences in school, diversity climates as contextual antecedents, and school adjustment as outcome. Latent‐Growth‐Mixture‐Models of repeated self‐reported discrimination over 3 years (2012–2015) by 1445 ethnically‐minoritized adolescents of Turkish and Moroccan background in 70 Belgian schools (52.6% boys, Mage = 15.07) revealed four trajectories: low (72.5%), moderate (16.6%), initially‐high (6.5%), or increasingly high discrimination (4.4%). Adolescents who attended schools with more minoritized peers, or schools that valued cultural diversity and equality, were more often in low‐discrimination trajectories, which predicted better academic outcomes. Overall, school diversity climates can protect minoritized adolescents from experiencing persistent or initially high discrimination over time. Moreover, high discrimination at any point in schooling—initially or later—is harmful to adolescents' school adjustment. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusions The integration of Text‐to‐Speech (TTS) and virtual reality (VR) technologies in K‐12 education is an emerging trend. However, little is known about how students perceive these technologies and whether these technologies effectively facilitate learning.This study aims to investigate the perception and effectiveness of TTS voices and VR agents in a K‐12 classroom setting, with a focus on information recall.Using a recent TTS architecture, we developed four different synthetic voices based on 5, 10, 15 and 20 h of training materials. Two experiments were conducted involving students in a K‐12 setting. The first experiment examined students' evaluations of TTS voices with varying hours of training material and the impact on information recall. The second experiment assessed the effect of pairing TTS voices with a VR agent on students' perception and recall performance.Human voices received superior quality ratings over TTS voices within the classroom context. The integration of a VR agent was found to enhance the perception of TTS voices, aligning with existing literature on the positive impact of virtual agents on speech synthesis. However, this incorporation did not translate to improved recall, suggesting that the student focus may have been compromised by the VR agent's novelty and its design limitations. [ABSTRACT FROM AUTHOR]

This study aimed to test a multilevel moderated mediation model, where the association between distributed leadership (DL) and collective teacher innovativeness (CTI) was examined, with collectivism (COL) included as the moderator and supportive school culture (SSC) as a mediator. Using data from 829 teachers employed in 61 elementary and lower secondary schools in Turkey, we conducted multilevel structural equation modelling through Bayesian to estimate the structural links between our study variables. Our results showed significant indirect effects of DL on CTI via SSC. The findings also extend the literature by suggesting the significant moderator role of COL on the indirect link between DL and CTI via SSC. We discuss implications for policy and practice. [ABSTRACT FROM AUTHOR]

Introduction: Oral Health Therapists (OHTs) are a growing workforce globally, with skills in oral health prevention, treatment planning and management of disease. These professionals receive their training through a three‐year undergraduate program which leads to the Bachelor of Oral Health degree in Australia and New Zealand. The aim of this study was to describe the learning environment for OHT students in Australia and New Zealand. OHT students were requested to complete the Dundee Ready Education Environment Measure (DREEM) to indicate their perceptions of the environment of their educational program. Materials and Methods: Bachelor of Oral Health students from 10 universities in Australia and New Zealand were invited to participate in the survey. The analysis of the students' experiences focused on five domains of educational environment: learning, teaching, academic self‐perception, atmosphere and social self‐perception. Total DREEM scores were compared to previously published literature for other health professions students. Results: A total of 336 OHT students completed the study, which represented 30% of all OHT students enrolled in the 10 participating universities. Using the DREEM, participants perception of the environment was more positive than negative with an average DREEM total score of 141 (70.5%) out of a maximum score of 200. The model demonstrates university region to be a major predictor in the overall DREEM score, with regional universities scoring higher than urban universities (p =.012). Conclusions: The DREEM was used to describe OHT students perceptions of the learning environment in Australia and New Zealand. This study found that the university region is a significant predictor of positive experiences for OHT students. By identifying the strengths and weaknesses of contemporary Oral Health programs, this study offers insights into future improvements. [ABSTRACT FROM AUTHOR]

Introduction: The pandemic‐driven surge in global distance simulation (DS) adoption highlighted the need for effective educator training. A literature search identified the gap regarding human factors (HF) considerations for the professional development of DS practitioners. This study addresses this gap by applying HF principles to guide educators in developing and delivering evidence‐based DS. Methods: This was a consensus‐gathering, three‐phase study using the nominal group technique (NGT) in the first phase, qualitative thematic analysis with member checking in the second phase and external expert opinion in the third. A dichotomised approach was used to divide the post‐consensus discussion survey results into an agreement and non‐agreement for quantitative analysis. Results: The results of the quantitative analysis identified the following needs: developing a conceptual framework for DS, tailoring the technical aspect to the educational objectives, investigating learner engagement, training faculty at an earlier stage and identifying at‐risk students. Qualitative results identified primary themes of technology, people and outcome measurements. Key aspects of technology were identified as system‐ and programme‐fit and resource considerations. Outcome measurement highlights the need for increased measurement and research at all levels of DS. Discussion: Specific HF focal points include human–technology interaction and learning outcome assessment within the DS context. Incorporating HF principles throughout the DS process, from inception to outcome evaluation, promises substantial benefits for both learners and educators. This approach empowers both learners and educators, fostering a dynamic and enriched educational environment and improved learning experiences. [ABSTRACT FROM AUTHOR]

Resilience is a concept of growing interest because it can systematically inform prevention measures and psychosocial interventions for children and adolescents. The aim of this study was to explore resilience factors among young people who are victims of bullying and harassment (age 9 to 16 years old). In 2021 the burden of the pandemic lockdown became an additional adversity. The study used a repeated cross‐sectional design. Two datasets with a total of 2,211 participants from 2017 (N = 972) and 2021 (N = 1,239) were included. The strengths and difficulties questionnaire (SDQ) was applied to define the resilient and non‐resilient groups, and the quality‐of‐life questionnaire (KINDL) was used to map resilience factors. A total of 227 participants reported that they were being bullied, and 604 participants reported harassments from their peers. We used correlation and regression analyses to identify which factors predicted the highest resistance to the negative effects of bullying and harassment. The results were that 77.2% of the participants stayed resilient when facing these maladjustments, but this dropped to 61.7% during the pandemic. The most important resilience factors before the pandemic were the school environment, emotional well‐being, and good relations with their friends. The impact of these predictors changed during the pandemic. Emotional well‐being increased in strength, school environment was reduced, and friends did not predict resilience anymore. The effect sizes were generally large to medium. As it is common to experience adversity at some stage in life, it is vital for families, schools, social and healthcare workers to be aware of the factors associated with resilience. The results of this study may contribute towards an evidence base for developing plans to increase the capacity of resilience among young people. [ABSTRACT FROM AUTHOR]

Introduction: Inclusive school environments require collaboration between teachers and allied health professionals to promote student access and participation. Collaboration is a complex phenomenon with no universally accepted definition or measurement and with many challenges to effective practice. The purpose of this scoping review is to describe what is known about interprofessional collaboration between teachers and therapists in inclusive primary schools. Methods: A scoping review of health and education literature was conducted using the Joanna Briggs Institute methodology. Peer‐reviewed articles reporting on empirical studies with a focus on collaboration between teachers and school‐based occupational therapists or speech and language therapists in inclusive primary schools were included. Results: Results summarise how collaboration is reported in the literature. Numerical and descriptive summaries describe how collaboration is defined and measured, the challenges to collaborative practice, the structures required to support effective practice, and the outcomes of such practice. Conclusion: Definitions vary between studies and disciplines but contain common elements. For effective practice, the purpose of the collaboration must be clear, and the intended outcomes of the collaboration are measured. Measurement of collaboration requires further research using tools developed from robust theoretical frameworks and validated within the educational context and with professionals of different disciplines. Consistent measurement tools would allow cross‐study comparisons. Barriers to collaborative practice are well documented; thus, future research should be directed to examining effective practice, investigating how professionals circumvent obstacles. [ABSTRACT FROM AUTHOR]

Background: In scientific inquiry learning, students often have difficulties conducting hypothetical reasoning with multiple intertwined variables. Concept maps have a potential to facilitate complex thinking and reasoning. However, there is little investigation into the content of student‐constructed concept maps and its association with inquiry task performance. Objectives: This study explored students' concept mapping style and its association with task performance in computer‐based inquiry learning. Methods: An exploratory study was conducted with 80 Grade 11 students, who collaboratively constructed concept maps in a free style to support inquiry learning with a virtual ecosystem. Student‐constructed concept maps was analysed by firstly identifying different types of propositions formed in the maps and then determining the style of each concept map based on the dominant type of propositions in the map. Finally, the association between the concept map style and inquiry task performance was explored. Results and Conclusions: Two major concept map styles were identified: (1) knowledge‐oriented concept maps (KCMs) mainly representing problem‐related subject knowledge as a set of concepts and their relationships, and (2) problem‐oriented concept maps (PCMs) mainly representing problem situation as a sequence of changes and their causal relationships. Compared with those constructing KCMs, the students constructing PCMs formed higher‐quality propositions in their maps and performed better in hypothesising, reasoning, and drawing conclusions in the inquiry task. Implications: Besides KCMs, students in inquiry learning can be encouraged to construct PCMs to foster effective thinking and reasoning; that is, constructing a concept map to represent the problem situation as a sequence of changes and the causal relationships between the changes. Lay Description: What is currently known about the subject matter: Concept maps (CMs) can facilitate complex thinking and reasoning in inquiry learning.There is little investigation into the content of student‐constructed CMs.It is unknown how CM content might associate with inquiry task performance. What this paper adds: Students constructed two major styles of CMs in computer‐based inquiry learning.The two styles of CMs are problem‐oriented and knowledge‐oriented CMs.Students constructing problem‐oriented CMs performed better in the inquiry task. Implications for practitioners: Analysing student‐constructed CMs helps understand student thinking in inquiry.Students are encouraged to build problem‐oriented CMs in inquiry learning. [ABSTRACT FROM AUTHOR]

Background: AI can positively influence teaching by offering support for classroom management, creating inclusive learning environments, enhancing digital skills, personalizing teaching methods, and strengthening teacher‐student relationships. Objectives: This quantitative research study investigates the opportunities, difficulties, and consequences of incorporating AI into teacher education. Methods: Data were collected through structured questionnaires from 202 college students and 68 staff members. The analysis was conducted using SPSS software. Results: The study provides a novel contribution by its thorough investigation of the diverse effects of AI on teacher education. It offers beneficial perspectives on the possible benefits and challenges, illuminating the far‐reaching changes that AI could bring to the terrain of learning and instruction and teaching methods in the time yet to come. The research sought to assess the effect of AI adoption in teacher education across five main dimensions: (i) its influence on teaching support and classroom management, (ii) its role in creating inclusive and accessible learning environments, (iii) its contribution to improving teachers' digital literacy and computer skills, and enhancing access to digital teaching resources, (iv) its positive influence on identifying students' learning styles and facilitating the adoption of diverse teaching methods, and (v) its role in strengthening teacher‐student relationships through improved interactions. Conclusion: The findings elucidate the promising opportunities that AI presents in the field of teacher education, along with the obstacles that require resolution for the effective fusion of AI educational settings. Lay Description: What is currently known about this topic?: AI has the potential to enhance various aspects of teaching, including classroom management and personalizing teaching methods.Incorporating AI into education has garnered significant interest due to its perceived benefits in improving learning outcomes. What does this paper add?: This paper provides a comprehensive investigation into the effects of AI adoption in teacher education, highlighting both the opportunities and challenges associated with its implementation.It offers insights into how AI can influence different dimensions of teaching, such as classroom management, learning environment inclusivity, and teacher‐student relationships. Implications for practice/or policy: The findings of this study underscore the importance of integrating AI into teacher education programs to leverage its potential benefits in enhancing teaching practices.Policymakers and educators should consider the implications of AI adoption in education and develop strategies to address challenges while maximizing the advantages of AI technologies in teaching and learning. [ABSTRACT FROM AUTHOR]

Background: Instructional videos constitute a pivotal component in flipped learning. Despite their significance, there is a dearth of research specifically dedicated to instructional videos within the context of flipped classrooms. This paucity has led to an empirical void in verifying the efficacy of instructional videos in flipped learning environments. Objectives: The present study endeavours to contribute to the extant literature on flipped pedagogical practices by providing empirical evidence regarding the effectiveness of instructional videos in flipped learning environments. Methods: This study employs a convergent mixed‐methods design. Forty‐five instructional videos in three subtypes were administered in two classes over a 15‐week semester. Data, both quantitative (log data from the learning management system) and qualitative (from focus group discussions at two time points), were concurrently collected from a flipped class (n = 25) and a blended class (n = 28) with the aim of gauging student engagement and learning outcomes in the flipped class and understanding video‐viewing features typical of the flipped class. Results: Both datasets corroborated that participants in the flipped class outperformed their counterparts in the blended class in terms of video‐watching, peer interaction, knowledge retention, and transfer skills. Conclusions: The instructional videos within the flipped classroom setting serve to enhance student engagement in the learning process and improve learning outcomes. The efficacy of these instructional videos in flipped learning can be further augmented through strategic approaches in both their design and implementation. Lay Description: What is currently known about this topic: The flipping pedagogy is conducive to learning.Videos play a crucial role in flipped learning.Videos prepared students for classroom activities.However, engaging students with pre‐class videos presents a challenge. What this paper adds: This paper furnishes direct empirical evidence supporting the effectiveness of instructional videos in flipped learning.It uncovers factors affecting student engagement with videos in flipped learning.It offers insights into the design and implementation of videos in flipped learning. Implications for practice: Considering facilitating conditions and affective factors when creating videos.Acknowledging learner characteristics when designing videos.Utilizing instructional strategies when implementing videos. [ABSTRACT FROM AUTHOR]

Background: Effective learning in computer programming courses has been a constant challenge for university teachers and has become a relevant competence for current professionals. The literature on gamification in learning presents mixed results, mainly due to problems in instructional design and inconsistency in gamification. Studies with positive empirical results on computer programming formative activities and showing under what conditions gamification is effective still need to be included. Objectives: This study aimed to quantify the effects of gamification techniques in software tools that support computer programming learning applied to data‐structures university students. The study focused on determining whether there are differences in learning when using gamification techniques in online exercising formative activities. The effects of gamification on learning objectives with diverse complexity are studied. Methods: The study was conducted on computer engineering university students following a pretest‐intervention‐posttest design. They were divided into control and experimental groups, where both used a bank of exercises in Moodle to support learning. The experimental group considered gamification techniques, including points, leaderboards, and badges. Results and Conclusions: Gamification techniques significantly outperformed in learning gains in exercising activities without gamification. Regarding learning complexity, increasing taxonomic complexity did not negatively affect gamification learning effects. Lay Description: What is currently known about the subject matter?: Gamification has been explored as a strategy to enhance learning motivation in various educational contexts, including computer programmingLiterature shows mixed quantitative results on learning improvements under gamification.Few studies cover formative exercises, deal with computer programming tasks, or use a LMS like Moodle.Lack of literature exploring the conditions for effective gamification use, and involving learning objective complexity. What does this paper add to the existing body of research?: Quantifies the impact of gamification techniques on learning outcomes, specifically focusing on computer‐programming in university.Provides empirical evidence on gamification significantly improving learning gains compared to non‐gamified data‐structures exercisesGamification is effective in tasks of diverse levels of taxonomic complexity, with consistent effectiveness regardless of learning difficulty. Implications of study findings for practitioners: Gamification techniques, can be used in higher education to enhance student engagement and learning outcomes in computer programmingThe gamification information (e.g. points and ranking) do not require an automatic update, can be processed manually and published daily.It is effective to use gamification for learning tasks of medium‐high difficulty in Moodle on computer programming topics.It is key a thoughtful instructional design when applying gamification, ensuring alignment with learning objectives and task complexity. [ABSTRACT FROM AUTHOR]

Background: Many instructors transitioned their courses from face‐to‐face environments to computer‐mediated learning environments (CMLEs) following the onset of the coronavirus disease 2019 (COVID‐19) pandemic. However, little was known about how teleconferencing platforms and their corresponding functions affect student learning when the COVID‐19 pandemic began. Objectives: The aim of this study was to provide more clarity on the conditions through which online teleconferencing platforms influence student achievement. More specifically, this study investigated how displaying lecture‐relevant and lecture‐irrelevant messages in a chat box during a video lecture delivered via the Zoom teleconferencing platform affected student learning and note taking. Methods: Participants viewed the video lecture either with (relevant or irrelevant) or without messages appearing in the chat box of the Zoom window. Participants completed a learning test immediately following the lecture. Results and Conclusions: No difference regarding student achievement was observed between the three groups. However, results revealed that students in the relevant‐lecture messages group reported a higher extraneous cognitive load than the other groups even if they reported positive attitudes about the messages appearing on the chat box. Students in the lecture‐relevant group also recorded more notes during the lecture compared to the two other groups, but this result did not reach significance. This study extends previous research that investigated how messaging influences learning in classroom settings. Findings suggest that allowing relevant discussions is not the best strategy to promote learning in CMLEs as this information seems to compete with the other relevant information being presented during the ongoing lecture. Lay Description: What is already known about this topic: In video lectures, the chat box has been identified as the function most often used to support students' learning.Responding to lecture‐relevant messages can enhance students' learning.However, it remains unknown how simply reading, but not responding to, lecture‐relevant and lecture‐irrelevant messages can affect learning and note taking. What this paper adds: In previous studies, researchers examined how messaging affects learning in a classroom setting, but not within a computer‐mediated lecture environment.The present study extends previous research that investigated how messaging influences learning in classroom settings.This study provides more clarity on the conditions through which online teleconferencing platforms affect student learning and note taking.Findings suggest that allowing relevant discussions is not the best strategy to promote learning in CMLEs as this information seems to compete with the other relevant information being presented during the ongoing lecture. Implications for practitioners: The features of video lectures are critical factors, as they influence students' learning and should therefore be taken into account when designing educational materials.Instructors should not allow students to engage in lecture‐relevant and irrelevant messaging and discussion during video lectures as it competes with the other relevant information being presented. [ABSTRACT FROM AUTHOR]

Background: Delivering effective feedback to large groups of students represents a challenge for the academic staff at universities. Research suggests that undergraduate students often ignore the Elaborated Feedback (EF) received via digital learning environments. This may be because instructors provide feedback in written format instead of using more engaging channels (e.g., audiovisual). Objectives: This quasi‐experimental study examines the extent to which feedback format (video vs. written) influences students' perceptions of feedback, their decision to access EF messages related to high‐stakes assignments in digital environments, and its impact on academic performance, while considering the effect of their academic engagement. Methods: A total of 171 undergraduate students received generic EF messages through a learning platform the day after submitting each course assignment. 78 students received EF in written format and 93 in video format. Results and Conclusions: Our results showed that feedback format influenced students' decision to access EF and their academic performance, but not their feedback perceptions. Students in the written‐feedback group accessed EF messages more often, but students who received video‐feedback performed better than their counterparts in the written‐feedback group. Moderation analysis showed that the relationship between the feedback format and students' academic performance was moderated by their academic engagement, suggesting that students with lower levels of academic engagement may benefit from video‐feedback. Takeaways: The results reveal that using video feedback in digital environments may influence students' decisions to process EF and their academic achievement, especially when it comes to students with lower levels of academic engagement. Lay Description: What is currently known about the subject matter: Delivering Elaborated Feedback (EF) to large groups of students represents a challenge for instructors.Undergraduate students often ignore the EF received via digital learning environments.Students usually prefer audiovisual formats to receive feedback compared to the written format.Results in regard to whether video‐feedback is best for learning are inconclusive. What this paper adds: A quasi‐experimental study to compare two feedback formats (video and written) in an ecologically valid setup.Data of students' voluntary decisions to process EF related to high‐stakes assignments.The moderating effect of students' academic engagement on the relationship between feedback format and academic performance. The implications of study findings for practitioners: Students positively value the EF received in both video and written formats.Students may not engage with EF as expected even when provided in audiovisual formats.Students may access written‐EF more frequently than video‐EF.Video‐EF may positively influence academic performance when students have low levels of academic engagement. [ABSTRACT FROM AUTHOR]

Background: Science history is a discipline that teaches the development of scientific thought and the discoveries of scientists. However, these topics can sometimes be abstract and difficult to understand. The use of technology can make the teaching of the history of science more effective, engaging, and accessible. By providing students with visual and interactive experiences, it allows them to better understand abstract concepts and closely follow the discoveries of scientists. In this way, history of science lessons can become more appealing and conducive to learning for students. Objectives: This research aims to design and develop a Mobile Augmented Reality (MAR) environment that can be used for teaching science history. Methods: The research was conducted using a design‐based research method consisting of four stages: Analysis, design, development‐implementation‐evaluation, and reporting. The research involved 10 science teachers and five secondary school students. Data were collected through focus group interviews, individual interviews, notes, audio recordings, and images, and then analysed using content analysis. Results and Conclusions: As a result of the research, a MAR application named TISAR‐3D was developed, which allows students to interactively and visually explore scientists and enrich their learning experience. Implications: The widespread use of the TISAR‐3D application in science history education is recommended, as well as the development of similar MAR applications for other topics. Lay Description: What is known about this topic: AR technology is an increasingly used technology in education.AR technology is effective in teaching the history of science.AR makes abstract concepts concrete and provides interactive experiences for students. What this paper adds: The research focuses on the development of a MAR application called TISAR‐3D.The application supports Turkish and English languages and offers voice narration.The role of scientists in the history of science is not sufficiently known.Scientists are not adequately represented in textbooks. Implications of the study findings for practitioners: Include more scientists in the app for a broader learning experience.Include more interactive activities in the app for a fun learning experience.Teachers should extend more time to accommodate the app's use in class. [ABSTRACT FROM AUTHOR]

Background: The existing research on dialogue‐based learning and teaching predominantly highlights its capacity to yield productive educational outcomes, yet it often overlooks the pivotal factor of participation equity, which is fundamental to ensuring the efficacy of dialogic teaching and learning. Objectives: In this study, participation equity refers to a condition in which participation itself and opportunities to participate are fairly distributed among participants and all participants are equally listened to and respected. We designed a technology‐enhanced participatory visual learning analytical approach to promote equitable participation in dialogic collaborative problem solving from four dimensions: participation (i.e., ensuring equal contributions from all participants), opportunity (i.e., promoting equal engagement with others), responsiveness (i.e., encouraging equal attentiveness and responsiveness to others' input), and respect (i.e., cultivating a respectful communication style). Methods: The intervention class of fourth‐grade students (n = 59) interacted with a participatory visual learning analytical tool to reflect on their participation equity and learn productive peer talk moves to address equity issues concerning the four dimensions, while a comparison class (n = 59) only received simple feedback on participation and respect. Results: The results indicated that equal participation rates among group members were insufficient to secure participation equity. The intervention was effective in helping students realize and address equity‐related issues. Intervention students were more equitable regarding responsiveness and participation opportunity than the comparison students. Conclusions: The proposed multidimensional participation equity framework has the potential to deepen the understanding of equity and promote equitable learning interactions. Lay Description: What is currently known: Peer discussion has the potential to bring productive educational gains.Participation equity is essential in productive collaborative discussion.Participation equity currently mainly concerns the equality of participation. What we add: We use technology to help children analyse, visualize and reflect on participation equity.We use technology to teach students how to talk in an equitable approach.We define equity in four dimensions: participation, opportunity, responsiveness and respect. The implications for practitioners: Students should be guided to participate equally and respectfully in a group.Students should also be guided to equally listen to other group members' voices.Students should also be guided to equally address other group members. [ABSTRACT FROM AUTHOR]

Background: Some studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL). Objectives: This study investigates the effects of using flipped learning designs (student‐led, teacher‐led and collaboration‐led) on learning outcomes and CL management during out‐of‐class activities versus during‐class activities. Methods: A mixed methods research was used to concurrently triangulate different strands of data on the effects of flipped learning designs on English as foreign language (EFL) learners' learning outcomes and CL. A total of 122 EFL learners were randomly assigned to either the control or experimental group and participated in the study. The interpretations were made based on running one‐way analysis of variance between four groups. Results and Conclusion: This study evidenced the efficacy of the interactive use of collaboration‐led flipped learning design over student‐led and teacher‐led designs for improving learning outcomes and lowering CL during computer‐assisted language learning (CALL) course. Pedagogically, CALL practitioners need to develop and integrate a well‐organized combination of student‐led and teacher‐led flipped learning activities for during‐class and out‐of‐class phases with respect to the CL and learning material complexity, while also considering the specific contexts and goals of their instructional settings. Theoretically, the results indicate the necessity of merging active learning and sociocultural theories into an instructional design to take advantage of the identified affordances of flipped language learning approach in terms of psychological effects (CL management) and learning effects (CALL outcomes). Lay Description: What is already known about this topic: The flipped language learning approach involves receiving online instruction outside the classroom and is a learner‐centered pedagogy. What this paper adds: This study contributes by triangulating different strands of data on the effects of flipped learning designs on learning outcomes and cognitive load.The findings highlight the effectiveness of collaboration‐led design for flipped language learning, facilitating engagement in both out‐of‐class and during‐class activities. Implications for practice: The findings emphasize the importance of designing and implementing instructional designs that align with emerging educational technologies.Teachers should consider the flexibility, fluency and novelty of the learning material when designing flipped learning activities. [ABSTRACT FROM AUTHOR]

Background study: Computer‐assisted pronunciation training (CAPT) has emerged as an important resource for second language (L2) pronunciation learning. CAPT offers diverse opportunities for learners to master L2 pronunciation with the help of authentic learning activities in multiple contexts. Objectives: This study presents a comprehensive overview to examine the overall effect of using a computer in learning pronunciation in multiple settings and diverse educational levels with the assistance of different tools. Methods: The meta‐analysis consisted of 31 primary studies that reported results obtained from experimental vs. control group designs. These studies reported 42 effect sizes in the results. Results: The findings of the meta‐analysis indicated that using CAPT in learning pronunciation had an overall medium effect size. Similarly, the results showed that using CAPT inside the classrooms had a large effect size. The results also showed that CAPT had a large effect size when used in schools and other formal learning contexts, such as language institutes. CAPT had a medium effect when it was used in universities. The results also showed that using videos for learning pronunciation had a large effect size while other tools had a medium effect size. Conclusions: The study findings contribute to understanding the overall effect of CAPT and offer implications for educators and practitioners involved in designing effective instructional strategies for enhancing L2 pronunciation skills. Lay Description: What is already known about this topic: Computer‐Assisted Pronunciation Training has emerged as a valuable tool for L2 pronunciation learning.The variables that may affect the using of Computer‐Assisted Pronunciation Training include settings, educational level and CAPT tools. What this paper adds: The study drew on a meta‐analytic framework to examine the overall effect of using a computer in learning pronunciation in different settings and in different educational levels with the help of different tools.The meta‐analysis consisted of 31 primary studies reported results obtained from experimental vs. control group design. Implications for practice and/or policy: Language instructors are requested to incorporate CAPT in their teaching of L2 pronunciation.The integration of CAPT can be to any educational stage (i.e., schools, colleges, etc.).To optimize the benefits of CAPT, instructors should consider integrating videos, games, and other multimedia elements into their teaching practices. [ABSTRACT FROM AUTHOR]

Background: Mindfulness practices enhance executive function skills and academic achievement, spurring interest in integrating mindfulness interventions into education. Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and boost game‐based learning, yet this approach remains unexplored. Objectives: We investigated the learning benefits of integrating mindfulness exercises in a digital math learning game and examined how students' trait mindfulness might moderate the outcomes. Methods: Two classroom studies were conducted with 404 5th and 6th grade students from six public schools in the U.S. (nStudy 1 = 227, nStudy 2 = 177). The two randomized controlled experiments assigned students to one of the three conditions: passive control (playing the digital learning game Decimal Point), story‐enriched active control, or mindfulness‐enriched condition. Trait mindfulness, learning gains, and in‐game problem‐solving (including problem‐solving duration, error count and correctness after reminder) were assessed. Study 2 included a manipulation check to better understand the effects of the mindfulness intervention. Results: Findings showed no significant differences in learning gains, problem‐solving duration or error count among the conditions. Students' trait mindfulness did not moderate these outcomes. Mindfulness reminders in the mindfulness‐enriched game led to more correct answers after errors than jokes in the story‐enriched game. Study 2 revealed that we failed to induce higher state mindfulness through the mindfulness inductions. Conclusions: Mindfulness prompts could be especially beneficial for students experiencing frustration during gameplay, warranting more exploration for digital game‐based instruction. We highlight barriers and future directions for fostering mindfulness through computer‐based instruction in classrooms. Lay Description: What is currently known about this topic?: Researchers focus on digital games as productive learning environments for math, with potential for higher learning gains compared with traditional methods. However, results are mixed, and not all games lead to improved math outcomes.Executive function (EF) skills are crucial for math learning, and mindfulness‐based interventions show promise in enhancing EF skills in school‐aged students.Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and, in turn, boost EF skills and game‐based learning, yet this approach remains unexplored What does this paper add?: This paper presents the results of two randomized control trials investigating the feasibility and benefits of incorporating mindfulness exercises into a digital math game designed for middle school students. Benefits are compared to those of a story‐enriched and regular version of the same digital math learning game.The paper also explores variations in the effects of the mindfulness‐enriched game based on students' initial trait mindfulness levels.We observe that listening to mindfulness inductions at the beginning of game sessions do not induce mindfulness, and therefore does not benefit math learning.We find that mindfulness prompts received after recurrent errors can be beneficial for students' problem solving. Implications of study findings for practitioners: Our study provides important information on how digital learning game designers should attempt to induce mindfulness in a digital game to promote learning.Digital learning game designers should consider incorporating mindfulness exercises into their games strategically. Presenting mindfulness inductions in audio format at the beginning of game sessions may not induce mindfulness or benefit math learning. Instead, designers should focus on integrating mindfulness prompts at moments when students encounter frustration within the learning game.Beyond embedding audio mindfulness exercises in the game, learning designers should also consider alternative technological and game features to induce mindfulness within a learning game. [ABSTRACT FROM AUTHOR]

Background: Learner profiles detected from digital trace data are typically triangulated with survey data to explain those profiles based on learners' internal conditions (e.g., motivation). However, survey data are often analysed with limited consideration of the interconnected nature of learners' internal conditions. Objectives: Aiming to enable a thorough understanding of trace‐based learner profiles, this paper presents and evaluates a comprehensive approach to analysis of learners' self‐reports, which extends conventional statistical methods with psychological networks analysis. Methods: The study context is a massive open online course (MOOC) aimed at promoting physical activity (PA) for health. Learners' (N = 497) perceptions related to PA, as well as their self‐efficacy and intentions to increase the level of PA were collected before and after the MOOC, while their interactions with the course were logged as digital traces. Learner profiles derived from trace data were further examined and interpreted through a combined use of conventional statistical methods and psychological networks analysis. Results and Conclusions: The inclusion of psychological networks in the analysis of learners' self‐reports collected before the start of the MOOC offers better understanding of trace‐based learner profiles, compared to the conventional statistical analysis only. Likewise, the combined use of conventional statistical methods and psychological networks in the analysis of learners' self‐reports before and after the MOOC provided more comprehensive insights about changes in the constructs measured in each learner profile. Major Takeaways: The combined use of conventional statistical methods and psychological networks presented in this paper sets a path for a comprehensive analysis of survey data. The insights it offers complement the information about learner profiles derived from trace data, thus allowing for a more thorough understanding of learners' course engagement than any individual method or data source would allow. Lay Description: What is already known about this topic: Researchers have made extensive use of data from online learning platforms—often referred to as learning trace data—to understand how learners engage in online learning activities.Surveys are often used to gather information about learners' motivation, perceptions, and other internal factors, to complement the insight gleaned from learning traces and thus create a more complete picture of the learning behaviour.When analysing survey data, the focus is usually on individual factors without considering how different factors are connected and affect one another.Psychological networks analysis is a novel analytic approach to studying complex phenomena both in psychology and education. What this paper adds: The paper uses psychological networks as a method for examining mutual relations among learners' internal factors (e.g., motivation, perceptions) measured through self‐reports before and after a course.By combining conventional statistical analysis of self‐reports with psychological networks analysis, the paper develops a comprehensive picture of learners' internal factors measured through self‐reports, one that accounts for both individual and interconnected nature of those factors.This comprehensive approach to information extraction from surveys allows for better understanding of trace‐based learner profiles, that is, profiles mined from data about learners' interaction with online learning activities. Implications for practice and/or policy: The presented method paves a way for a comprehensive analysis of the data collected from learners through surveys.It helps us gain a better understanding of learners' engagement with online learning activities.It can advance the evaluation of digital educational programs that aim to encourage changes in health‐related behaviour. [ABSTRACT FROM AUTHOR]

Background: With the growing integration of technology in education, the adoption of blended learning (b‐learning) has gained attention. B‐learning combines traditional classroom teaching with online components, holding potential to enhance student outcomes and educational efficiency. Yet, current research predominantly concentrates on higher education institutions in urban areas, creating a void in understanding its impact on K‐12 education, particularly in rural settings. Objectives: This qualitative study aims to propose recommendations for successful implementation of blended learning in rural K‐12 areas by addressing the key stakeholders influencing its adoption and identifying the main factors affecting its success. Methods: We performed a content analysis of grey literature documents detailing the implementation of b‐learning in K‐12 education. Additionally, interviews with crucial stakeholders such as teachers, principals, and experts in rural schools in South America provide insights into the challenges and prospects of b‐learning adoption in these contexts. Results and Conclusions: The study identifies pivotal stakeholders for effective b‐learning implementation, outlining their roles and addressing challenges inherent in rural settings. Recommendations for enhancing b‐learning's implementation in developing countries are also proposed. The research underscores the significance of involving diverse stakeholders such as governmental bodies, school leaders, educators, students, and families to ensure a holistic and efficient approach to blended learning. Lay Description: What is currently known about this topic: Blended Learning Definition and Benefits: Blended learning combines face‐to‐face and online instruction, enhancing student engagement and personalization by providing diverse learning pathways.Growth in K‐12 Implementation: Blended learning gained traction in K‐12 education, boosting academic outcomes, driven by recognition of learner diversity and potential in meeting students' needs.Contextual Challenges: Implementation challenges arise in low‐income households and rural areas, including limited access to technology and internet connectivity, impacting student engagement and success. What does this paper add: Focusing on Rural Dynamics: This study helps to fill a gap by investigating blended learning in rural K‐12 settings, spotlighting key players and success drivers in these unique contexts.Recommendations from Various Sources: By combining interviews and grey literature, this research generates comprehensive, practical recommendations grounded in both empirical insights and real‐world perspectives.Insights into Rural Hurdles: This paper extends the discussion on blended learning by addressing specific rural barriers, proposing family involvement, private sector partnerships for training, and tailored pedagogical strategies. Implications for practice or policy: Leadership and Collaboration: Effective school leadership and collaboration with local governments are pivotal for fruitful blended learning implementation, ensuring defined roles, responsibility, and accountability.Adaptable Curriculum Design: An adaptable, centralized curriculum aligns with recommendations, fostering efficient tracking of student progress and enabling customized learning.Engagement‐Centric Pedagogies: Recommendations spotlight interactive, student‐centered teaching methods, tailored to diverse student needs, nurturing active participation and elevated learning outcomes. [ABSTRACT FROM AUTHOR]

Background: Virtual reality (VR) offers significant potential for hands‐on learning environments by providing immersive and visually stimulating experiences. Interacting with such environments can bring numerous benefits to learning, including enhanced engagement, knowledge construction, and higher‐order thinking. However, many current VR studies in hands‐on learning tend to utilise one‐way learning materials, limiting participants' ability to interact with and reflect on their actions and learning experiences. Moreover, these studies often neglect to assess learners' capacity to transfer their skills from VR learning to real‐world scenarios. Therefore, this study aims to investigate participants' engagement, learning outcomes, higher‐order thinking, and their ability to apply acquired skills in real‐world contexts. Method and Objective: Participants were immersed in a hands‐on learning environment in VR, where they received feedback and engaged in reflection during the learning process. This study recruited 68 university students to participate in the experiment, employing a quasi‐experimental design. Participants experienced learning units both with and without reflection on the feedback. The theme of these learning units was related to embedded systems, encompassing topics such as the assembly of embedded components and Python programming. The investigation aimed to assess whether reflection in VR could enhance cognitive levels, engagement, real‐world hands‐on tasks abilities, and higher‐order thinking. Results: The research results indicate that in the VR hands‐on learning environment, participants engage in reflection through the provided feedback, effectively enhancing their engagement, cognitive levels, and hands‐on task abilities. Simultaneously, it also successfully assists participants in developing problem‐solving skills and critical thinking in higher‐order thinking. Conclusions: Participants actively engaged in reflection on their own learning tasks and actions within the hands‐on learning environment, enabling them to develop a deeper understanding of the learning material and enhance their real‐world hands‐on tasks abilities, we encourage the integration of reflection strategies in VR learning environments for hands‐on learning, as they can yield positive benefits for learners. Lay Description: What is already known about this topic: Virtual reality learning environments can enhance students' cognitive levels.Higher‐order thinking has a significant impact on hands‐on learning.Reflection has an important influence on the cognitive process. What this paper adds: Providing reflection through feedback in a virtual reality environment increases learning engagement and promotes higher‐order thinking.Reflection in virtual reality enhances cognitive levels and practical abilities. Implications for practice and/or policy: We demonstrated the effectiveness of providing reflection through feedback in a VR hands‐on learning environment.Learners, through reflection in VR, enhance higher‐order thinking, engagement, cognitive levels, and practical abilities. What are the 1 or 2 major takeaways from the study: Providing reflection in VR learning environments used for training or hands‐on learning can effectively promote cognitive levels, engagement, higher‐order thinking abilities, and practical skills.Through VR reflection, we reveal the potential of cultivating higher‐order thinking through VR. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to explore the perception of nursing students regarding their engagement in digital learning environments. Design: At one of universities in Saudi Arabia, a qualitative descriptive study design was used among nursing students from various academic levels. Methods: Data were collected using focus group discussions among a sample of 23 participants. Data were analysed using thematic analysis. The COREQ Standards for Reporting Qualitative Research were used to report this study. Results: While sharing their perceptions the nursing students reflected on the behavioural and cognitive aspects of engagement, yet they did not include emotional aspects of engagement in their conceptualization. However, the results showed that, while they reflected on their experiences they tended to reflect on emotional aspects of engagement. According to the study's results, self‐paced studying, reflective exercises, and interaction with audiovisual and dynamic content all encourage the activation of past knowledge in online learning. The learning modality also was found to be a safe and convenient approach among the participating students. Digital learning presents as a promising educational approach that extends beyond the pandemic yet, efforts should be put in place to facilitate the optimal student engagement to meet learning outcomes. Further research is needed to measure its impact on engagement and other pertinent indicators objectively. [ABSTRACT FROM AUTHOR]

Schools are significant settings for the development of young people, yet few studies have investigated the multiple facets of school climate and students' well‐being. This research aims to map the literature production in the two intertwined concepts: students' well‐being, and school climate. The study applied bibliometric analysis to map the research status of school climate and students' well‐being using metadata extracted from over a period of 33 years. The analysis presents a detailed overview of school climate and students' well‐being in terms of scientific production, citations, authorship, countries' production, and institutions' outputs. Results highlighted the recent developmental trends of publications on students' well‐being and school climate and outlined the precursors for triggering this combination. With reference to students' overall well‐being, analysing the results shows that research on school climate increased markedly in different parts of the world. However, when compared to Arab countries, rare studies were conducted. Context and implicationsRationale: Mapping the exponentially growing research on school climate and student well‐being can guide stakeholders in understanding research, gaps and priorities. Using bibliometric analysis here is necessary to evaluate the growing literature.Why the new findings matter: By elucidating exponential output, conceptual evolution and geographical imbalances, the analysis reveals a maturing yet decentralised field awaiting integration and high‐impact studies to inspire real‐world progress.Implications for practitioners, policy makers, and researchers: Findings guide strategic investments in rigorous intervention trials, student‐centred methodologies, cross‐national collaborative networks, and pathways translating evidence to school policies/practices. This analysis equips stakeholders to cultivate coordinated, culturally responsive research ecosystems providing actionable insights to create nurturing climates enabling all students to thrive. [ABSTRACT FROM AUTHOR]

This article seeks to provide a clearer understanding of Digital Capital in education. It introduces a comprehensive analytical framework that explores the relationship between Digital Capital and Bourdieu's Cultural Capital Theory. Instead of treating digital skills and resources as separate entities, it integrates them into Cultural Capital Theory as complementary elements. This approach helps shed light on the disparities in ICT usage. Data from the 2018 OECD‐PISA survey conducted in Italy are analysed to assess whether Digital Capital can be considered a component of Cultural Capital. The findings indicate that differences in Cultural Capital do not significantly impact the possession and usage of digital assets. Instead, distinctions become apparent through students’ behaviours within the school environment. This underscores the connection between digital competencies and various dimensions of cultural and educational capital. The article posits that status and cultural disparities stem not solely from digital competencies but also from their interplay with social and cultural resources. This offers deeper insights into how the digital divide intersects with broader societal power dynamics. [ABSTRACT FROM AUTHOR]

The ways in which learning environments are spatially conceived have undergone a significant transformation from space as “a realm without meaning” into place as “a meaningful location.” In this context, the relevance of online interactions and the significance of online space and place in facilitating positive learning are worth exploration. Drawing on a nationwide survey involving 1010 international students at 41 Chinese HEIs in the COVID‐19 pandemic, this research applied k‐means cluster analyses which produced a typology of international students' perceived online educational environments and another typology of their online interpersonal interactions. The logistic regression results indicated the predictive power of both typologies on ability development. The discussion highlights the importance of considering spatial dimensions of international students' online learning. Promoting international students' online interactions and supporting inclusive, engaging learning experiences require both space for hosting and place enabling intercultural learning. The research holds implications for the sustainable development of online international education in the post‐COVID‐19 era. [ABSTRACT FROM AUTHOR]

Summary Oral tolerance promotes the suppression of immune responses to innocuous antigen and is primarily mediated by regulatory T cell (Tregs). The development of oral tolerance begins in early life during a “window of tolerance,” which occurs around weaning and is mediated by components in breastmilk. Herein, we review the factors dictating this window and how Tregs are uniquely educated in early life. In early life, the translocation of luminal antigen for Treg induction is primarily dictated by goblet cell‐associated antigen passages (GAPs). GAPs in the colon are negatively regulated by maternally‐derived epidermal growth factor and the microbiota, restricting GAP formation to the “periweaning” period (postnatal day 11–21 in mice, 4–6 months in humans). The induction of solid food also promotes the diversification of the bacteria such that bacterially‐derived metabolites known to promote Tregs—short‐chain fatty acids, tryptophan metabolites, and bile acids—peak during the periweaning phase. Further, breastmilk immunoglobulins—IgA and IgG—regulate both microbial diversity and the interaction of microbes with the epithelium, further controlling which antigens are presented to T cells. Overall, these elements work in conjunction to induce a long‐lived population of Tregs, around weaning, that are crucial for maintaining homeostasis in adults. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND CONTRIBUTIONS TO THEORY CONCLUSIONS AND IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY The school climate concept has been promising, but has long‐standing critiques that have not been adequately addressed to date. The School as a Protective Factor approach represents one attempt to offer a new approach that builds on and extends beyond the concept of school climate while addressing previously identified limitations.The School as a Protective Factor approach offers a new framework for conceptualizing, measuring, and establishing protective school social and learning environments that co‐promote academic achievement and student health in schools, especially student mental health and substance use/abuse prevention. This new framework includes clear definitions, explicit goals, firmly established constructs, validated measures, and an intentionally parsimonious approach that prioritizes the implementation of well‐established, high‐impact constructs.The School as a Protective Factor approach presents a simple, easy‐to‐use means of ensuring a school social environment that meets the developmental, academic, and health needs of all children and adolescents while maximizing protection across a range of desired outcomes. Perhaps most importantly, it does so in a manner that is manageable and easily integrated into every aspect of schooling, resonates with the practical experience of school personnel, and includes brief, effective, and free measurement tools. [ABSTRACT FROM AUTHOR]

In this study, cyberbullying is discussed through the school--family--child triangle. The research was conducted to examine how high school students' coping levels with cyberbullying are affected by the school climate and their parents' attitudes towards children's use of information and communication technologies. The research, which was conducted with both parents and students, was carried out with a quantitative method, survey model, and relational design. The data collection tool prepared for students consists of the sociodemographic information questionnaire, the Coping with Cyberbullying Scale and the School Climate Scale. The data collection tool prepared for parents consists of the sociodemographic information questionnaire and the Parents' Attitudes Towards Children's Use of Information Communication Technologies Scale. Four hundred fifty students in the 9--11th grades and 203 parents studying in two public high schools in Çankaya district of Ankara province were reached. The answers given by the students and their parents to the questionnaires were analysed separately and by matching the parent and student questionnaires of the students whose parents also filled out the questionnaire. Of the students, 82.4% had encountered cyberbullying. Girls have higher coping skills with cyberbullying than boys (p < 0.05). Parents' control and restrictions on their children's technology use were found to be high. Key Practitioner Messages • Of the students, 82.4% had encountered cyberbullying. • As students perceive the school climate positively, they are more able to cope with cyberbullying. • Children of parents with high educational attitudes were better able to cope with cyberbullying than children of parents with low educational attitudes. • It is important for social workers to work with students, teachers, and parents in schools to increase adolescents' ability to cope with cyberbullying and to prevent cyberbullying. [ABSTRACT FROM AUTHOR]

Background: Educators in early years settings influence children's physical activity (PA) levels through their pedagogical choices and behaviours. To date, minimal research has been conducted on the relationship between educator action and children's PA levels. The purpose of this systematic review was to understand which educator behaviours and actions in early years settings have been shown to engage children in PA. Methods: Five online databases (Academic Search Complete, ERIC, SPORTDiscus, CINAHL Complete and PubMed) were searched for articles that showed an association between educator behaviour and the PA level of children between the ages of zero and eight. Results: Eleven studies met all inclusion criteria, yet showed great variability in design and data collection methods. The risk of bias was assessed using previously published criteria adapted to this study and inline with the CONSORT statement. A binomial test on the data revealed a statistically significant deviation from chance expectation (p <.001) in relation to educator action influencing child PA. Ten of the studies focussed on educator PA, four studies highlighted the use of prompting and encouragement, three studies analysed broad statements of adult interaction, two studies called for planning activity sessions and discussions and two studies encouraged role modelling. The low number of studies included in the review and the high risk of bias indicates that caution with these results is needed. Conclusions: While this review highlights the importance of educator PA (and other behaviours that had a positive association) on child PA level, it underscores the need for high‐quality research to examine the relationship between educator actions and child PA. (PROSPERO registration: CRD42022338819). [ABSTRACT FROM AUTHOR]

Racism in nursing is multifaceted, ranging from internalized racism and interpersonal racism to institutional and systemic (or structural) elements that perpetuate inequities in the nursing profession. Employing the socio‐ecological model, this study dissects the underlying challenges across various levels and proposes targeted mitigation strategies to foster an inclusive and equitable environment for nursing education. It advances clear, context‐specific mitigation strategies to cultivate inclusivity and equity within nursing education. Effectively addressing racism within this context necessitates a tailored, multistakeholder approach, impacting nursing students, faculty, administration, professional organizations, and licensing and accrediting bodies. This all‐encompassing strategy recognizes that the interplay of interpersonal dynamics, community culture, institutional policies, and broader societal structures intricately shapes individual experiences. Nurses, nurse leaders, educators, organizations, and policymakers can work together to create a more equitable and inclusive nursing profession by targeting each of these levels. This transformational process can yield positive outcomes across various environments where nurses learn, work, and serve people and enable the demographic composition of nurses to better match the populations served. [ABSTRACT FROM AUTHOR]

This study explored the experiences of affectional and gender minority students at CACREP accredited counseling programs housed within conservative Christian institutions (CCIs) and the damage caused by the discriminatory environments there. The results highlight the opportunity and responsibility that CCIs have to both protect these vulnerable student populations and provide models for them as well as the need for the counseling field to align the expectations of practitioners with the expectations placed upon training programs. [ABSTRACT FROM AUTHOR]

Aim: To investigate nursing/midwifery students, Clinical Mentors, Link Teachers and Head Nurses experiences within "Dedicated Education Unit" model in 6 European clinical placements and analyse the necessary elements for a powerful clinical learning environment. Design: A multi‐country, phenomenological, qualitative study. Methods: Focus group interviews were performed to identify the personal and organizational factors of importance for students and nurses/midwives. Results: Data analysis produced 4 main themes (1) Clinical placement organization, (2) students' clinical knowledge and skill acquisition, (3) students, and nurses/midwives' experiences within the DEU model and (4) factors for creating an effective learning environment. Conclusions: A close educational‐service collaboration, a realistic clinical placement planning, a focus on student learning process and an investment in professionals' education and development among others, are elements to set up a powerful clinical learning environment. Implications for the profession: It is considered advisable and urgent to improve the working conditions of nurses/midwives and the learning environments of students as a strategy to alleviate the global shortage of nurses and respond to the increasingly demanding health needs of the population. Impact: Due to the close relationship between students' learning and features of the clinical environment nurse educators seek innovative models which allow students to manage patient care and their transition to professional practice. To implement new learning strategies, identifying students, nurses and midwives perceptions and suggestions is a powerful information to evaluate implementation process and outcomes. Public Contribution: Our findings could help academic and clinical managers to meet the human and organizational requirements to create a successful learning environment in every student placement. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND METHODS RESULTS CONCLUSIONS The conceptual framework for School as a Protective Factor approach was presented in a companion article in this issue of the journal. The current article describes the validation of the School as a Protective Factor‐Brief (SPF‐Brief), a 13‐item survey measuring the 3 core constructs and 13 defining characteristics of this framework.The SPF‐Brief was validated through 2 studies. The developmental study used a longitudinal design including 1349 participants who completed surveys over 5 semesters, while the validation study used a cross‐sectional design with 2775 participants. Both studies included middle and high school students. Factor analysis, growth model analysis, criterion‐related validation, and outcome analysis were employed.Analyses provided strong evidence supporting the reliability and validity of the instrument and conceptual framework. Higher SPF‐Brief scores were associated with higher math grades, English grades, and quality of life, as well as lower rates of anxiety, depression, conduct disorder, alcohol, e‐cigarette, tobacco, and cannabis use. Effect size estimates ranged from moderate to strong.These findings suggest the utility of the SPF‐Brief instrument and the School as a Protective Factor framework. Together, they may offer advantages to the traditional school climate approach. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions This paper investigates multiple antecedents of literacy in children, such as demographics, child reading behaviour, parent reading behaviour and family context.The study included a Romanian sample of 924 primary schoolers (Grades 1–4) and their parents; children and parents were tested with a standardised measure of literacy, and parents answered a number of self‐report questions about their and their child's literacy‐related behaviours.Regression analyses and relative predictor weights showed a significant positive association between child literacy and child behaviour (time currently spent by the child reading books), as well as with family context (especially parent literacy), followed by demographics and, to a lesser degree, with parent behaviour.The findings provide a first solid understanding of the children's literacy phenomenon in the less investigated educational and cultural environment of Romania and encourage further research on this important topic. [ABSTRACT FROM AUTHOR]

Upon attaining freedom from the South African regime in 1990, Namibia adopted a constitution according to which access to education is a fundamental right. Before the Salamanca Statement in 1994 and Namibia's consequent ratification thereof, education in Namibia was mainly divided into two distinct streams: general education and special education. Post‐Salamanca, there has been a slight shift in the provision of education for learners with special educational needs in that special education was, and mainly continues to be, offered in special schools, now called resource schools; in special classes and units attached to regular schools; and in mainstream classrooms with an inclusive education orientation. Learners with severe to profound special educational needs are mainly educated in resource schools, and this remains the preferred option for most parents and communities of children with severe to profound special needs. The resource schools are constructed for a specific set of disabilities, such as sensory, physical or intellectual disabilities. They are assumed to be well‐equipped with material and personnel resources that enable staff to respond effectively to the needs of their learners. Most, if not all, the resource schools in Namibia were built a long time ago, to serve a specific population of learners. However, some learners present with a range of disabilities and barriers to learning that could be beyond the original scope of the specific school. Consequently, more and more teachers in resource schools report that they observe daily how learners struggle to function in schools in which the infrastructure and resources can barely accommodate their complex needs. This is mainly because of the diversity and comorbid conditions of these learners. This research focused on the challenges encountered by learners with multiple disabilities in a resource school for learners with sensory disabilities. The study followed a qualitative approach, with an intrinsic case study design. Purposive, criterion sampling procedures were employed to select the participants. Data were collected through semi‐structured, face‐to‐face, in‐depth interviews, complemented by observation. The main findings of the study are that learners with multiple disabilities faced challenges associated with the physical infrastructure of the school (accessibility), the inability of staff to respond effectively to their needs, a lack of teaching and learning resources (leading to their exclusion from certain learning activities), as well as a poorly structured curriculum that undermines their multiple disabilities. The research reveals that there is limited agency and acknowledgement of the complex needs of children with multiple disabilities. The study concludes that learners with multiple disabilities need to access a curriculum that is cognisant of their needs and receive the quality education that they deserve, as set out in the Sector Policy on Inclusive Education. In addition to the curriculum, the school environment should be welcoming and stigma‐free, to enable learners to experience a sense of belonging, love and security. We recommend an audit of the needs of learners with multiple disabilities in order to create a conducive learning and socialisation environment for them. Furthermore, the government could invest in renovating old buildings, as well as adjusting infrastructure to the complex needs of learners, so that resource schools can become more inclusive by identifying and responding to the needs of all learners. [ABSTRACT FROM AUTHOR]

Organizational capacity building—the process of developing leadership, collecting and analyzing data, building buy‐in, and implementing programming—is foundational to effectively changing schools, and frequently relies on technical assistance. This study employed a quasi‐experimental, repeated measured design to evaluate the role of technical assistance provided through Safe School Certification model in improving school climate. Schools worked through an eight‐element framework, using data from a sample of six middle and high schools in Washington, D.C. that completed data collection in all years of the evaluation. Students in schools receiving technical assistance for implementing the SSC Framework had more positive changes in perceptions of school climate than students in schools that did not receive support, but those differences were small. The results from this study offer limited evidence that providing schools with technical assistance to improve organizational capacity is associated with more positive student perceptions of school climate. Highlights: Schools receiving technical assistance had more positive changes in perceptions of school climate.Differences in school climate changes were relatively small.Organizational capacity models may help improve school climate. [ABSTRACT FROM AUTHOR]

This study aims to assess the effectiveness of reciprocal peer observation (RPO) as a form of professional collaboration among teachers in enhancing their perceptions of teacher collaboration within a school setting. The Teacher Collaboration Perceptions Questionnaire (TCPQ) was specifically designed and validated for this purpose, using exploratory factor analysis and confirmatory factor analysis. The study employed a longitudinal observational design, with 400 teachers in a pre/post‐test study. The impact of RPO was examined on three dimensions related to professional collaboration: collaborative school culture, collective agency and teachers' attitudes towards collaboration. The results revealed that participants' perceptions of collaboration improved significantly after the implementation of RPO. The study confirms the utility of RPO as a professional collaborative practice that can foster changes in teachers' perceptions of the collaborative school culture, teachers' sense of collective agency and teachers' preference for collaboration over individual work. The study concludes with a discussion of its educational implications. [ABSTRACT FROM AUTHOR]

Background and Objectives: Blood transfusion is performed daily in hospitals. Gaps exist between transfusion guidelines and day‐to‐day clinical care. These gaps are prevalent in resource‐limited settings due to scarce continuing medical education. Transfusion Camp Rwanda aims to bridge this gap by (1) delivering context‐appropriate up‐to‐date education, (2) teaching participants how to independently deliver a case‐based curriculum and (3) identifying strategies to promote change in transfusion practice in Rwanda. Materials and Methods: In May 2023, a multidisciplinary team from Canada and Rwanda carried out a Transfusion Camp train‐the‐trainer workshop for clinicians from all five provinces in Rwanda. Participants attended in‐person lectures, seminars and workshop group discussions on the implementation of the Rwanda National Directives on Rational Use of Blood and Blood Components. Course feedback was based on the Kirkpatrick Model of Training and Evaluation. Results: Fifty‐one physicians and laboratory technicians participated in the course. Confidence in caring for patients based on transfusion guidelines was self‐rated as 'excellent' by 23% of participants before and 77% after, while 84% reported they planned to teach Transfusion Camp to others and 100% responded that they will apply course content to clinical practice. Workshop groups recommended strategies to improve transfusion medicine practice in Rwanda in four domains: Communication, Institutional Approval, Practice Audits and Education. Conclusion: Transfusion medicine education in Rwanda using a train‐the‐trainer approach was well‐received by participants and allowed for a more detailed understanding of the local medical and educational environment. These observations can inform the further expansion of the Transfusion Camp Rwanda project. [ABSTRACT FROM AUTHOR]

An elementary student was eating an orange in class. Noting that it was not lunch time, her teacher asked her to put the orange away — multiple times. The student was concerned about getting in trouble but was more worried about the hunger she felt. She persisted in eating her orange. The teacher found this to be "deliberate disobedience" and threatened disciplinary action due to non‐compliance. The student, feeling nervous, and frightened, eloped from her classroom. Immediately, the teacher now in a state of alert herself, panicked and called for the support team reporting that she eloped with "something she should not have in her hand." [ABSTRACT FROM AUTHOR]

Background: Limited research on the effectiveness of additional online and face‐to‐face practise opportunities for promoting active learning among Chinese EFL learners in higher education. Current understanding of self‐regulated and collaborative learning theories in educational contexts. Objectives: To establish the efficacy of interactive online and face‐to‐face practise opportunities for enhancing active learning among Chinese EFL learners. Methods: Employed mixed methods research to assess the impact of different types of practise opportunities on 116 EFL learners. Utilised methodological triangulation of QUAN + QUAL data and one‐way ANOVA for interpretation. Results and conclusions: The study demonstrated the effectiveness of integrating online and face‐to‐face practise opportunities to enhance active learning. Empirical evidence supports the pedagogical and theoretical benefits of these opportunities for promoting active learning among EFL learners. Lay Summary: What is currently known about this topic: Limited scholarly exploration of supplementary practise opportunities for active learning among Chinese EFL learnersExisting understanding of self‐regulated and collaborative learning theories in educational contexts What does this paper add: Establishes the effectiveness of interactive online and face‐to‐face practise opportunities for promoting active learningProvides empirical evidence supporting the integration of these opportunities to enhance active learning Implications for practise/or policy: Advocates for the combined use of online and face‐to‐face practise opportunities to enrich engagement, problem‐solving, feedback, and motivation among EFL learnersSuggests the development of instructional frameworks based on self‐regulated and collaborative learning theories for enhanced CALL courses [ABSTRACT FROM AUTHOR]

Background Study: Several meta‐analysis studies have investigated the effects of mobile learning on learning performance. However, limited attention has been paid to pedagogy in mobile learning, making quantitative evidence of the effects of pedagogical approaches on learning performance in mobile learning scarce. Filling this gap can therefore help stakeholders understand which mobile pedagogical approaches might work or not under which learning conditions, hence achieving better learning experience and performance. Objectives: To address this gap, this study conducted a meta‐analysis and research synthesis of the effects of integrated pedagogical approaches on students' learning performance in mobile learning. Additionally, this study analysed the field of education, level of education, learning setting, sample size, and mobile device as moderating variables of the effect of pedagogical approaches. Methods: The software Comprehensive Meta‐Analysis V.3 was used for this meta‐analysis, where Hedges' g was calculated for the effect sizes. Specifically, 70 quantitative studies (N = 5575 participants) were coded and analysed. Results: The results indicate that pedagogical approaches in mobile learning have a large effect on students' learning performance (g = 0.93, p < 0.001). The most effective pedagogical approach was project‐based learning (huge effect), while collaborative learning, situated learning and game‐based learning had large effects. Finally, cognitive theory of multimedia learning and inquiry‐based learning had medium effects. The results also indicate that the effect is moderated by the field of education, the level of education, the learning setting, the sample size, and the mobile device. Finally, it is found that study quality might influence the overall effect size. Conclusions: The findings of this study can be beneficial to both researchers and practitioners as they highlight and discuss which pedagogical approaches could be more effective in mobile learning under specific conditions. Further research, on the other hand, should focus on covering additional moderators of learning performance like mobile device type and screen size which is one of the limitations of this study. Lay Description: What is already known about this topic: Mobile learning is widely adopted in education.Mobile learning can enhance learning outcomes. What this paper adds: Pedagogical approaches in mobile learning have different effects on students' learning performance.The most effective pedagogical approach in mobile learning is project‐based learning (huge effect).Which pedagogical approaches could be more effective in mobile learning under specific conditions. Implications for practice and/or policy: This study enriches the ongoing debate on how to design effective mobile learning interventions.This study provides substantial evidence about which pedagogical approaches in mobile learning would be more effective under which circumstances. [ABSTRACT FROM AUTHOR]