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This article presents the features of mastering the academic discipline “Physical Education and Sport” by university distance students, as well as problems related to its teaching. Some trends in the development of educational systems related to the use of information technologies, in particular, distance learning and a blended form of organization of the educational process, as the most promising, are considered. It was assumed that the use of blended learning would ensure an increase in the success of solving educational problems of the discipline “Physical Education and Sport”, taught to distance students. To test this assumption, a pedagogical experiment was conducted, in which distance students participated, divided into control and experimental groups of 20 people each. In the experimental group, the educational process was organized using blended learning, in the control group – in the traditional form. During this pedagogical experiment, it was found that distance students who mastered the discipline “Physical Education and Sport” using the blended form of education showed better theoretical knowledge, as well as methodological and practical skills in the field of physical culture and sports compared to the distance students who mastered it in the traditional way. As a result of the conducted research, high efficiency of blended learning in mastering the academic discipline “Physical Education and Sport” by distant students has been established.

Creation of modern professional, focused on meeting the needs of the student youth physical culture and recreation environment of the university will create opportunities for solving problems aimed at the development of student sports, improving the quality of life in general and the level of health in particular. In our work, we applied such methods as study and comparative analysis of pedagogical and methodological literature; systematic analysis of legal documents; generalization of the experience of pedagogical practice; questionnaires; methods of mathematical statistics and experimental methods. Physical culture and wellness environment of the university has a huge value potential and great opportunities in the field of training organization and education of students, formation of general culture, development of socially significant qualities and personal attitude to health care as a value. Considering the processes of health saving as a pedagogical unit, we believe it is necessary to build the process of education and self-education in a fundamentally different way, where the process of valeological education of a student in unity with professional valeological training of teaching staff of the university can become innovative. The sports and recreation environment is a broad sphere imbued with the values of humanity and an abundance of educational opportunities. In such atmosphere, the desire for independent search for knowledge and methods of self-realization is cultivated.

Udmurt State Agrarian University (UdGAU) is one of the modern specialized educational institutions in Russia. This university is an educational, scientific and sports center for training agricultural specialists. Since the establishment of the university, the Department of Physical Education has also been established, which employed few specialists invited from other cities of Russia. Enthusiastic teachers searched for talented student-athletes, and various sports events were held. In the 1960s, the first masters of sports appeared in cycling, cross-country skiing, freestyle wrestling, and athletics. The history of the department was recorded by senior lecturer V. S. Pashkova, and then by the chairmen of the Institute’s sports club. A great contribution to the work of the department was made by Professor N. A. Solovyov, who worked for more than 50 years at UdGAU. In 2023, Professor N. A. Solovyov turned 90 years old and an international scientific and practical conference “Modern Problems of Physical Education and Sports in the Higher Education” was organized in his honor, which was attended by more than 70 people. Solovyov has written more than 120 scientific papers. He described the history of sports in the Udmurt Republic until 2023. The purpose of the study is to analyze the history of sports in UdGAU for the period indicated in the title of the article. The research methods used: analysis of archival materials of the department and the University of UdGAU, historical essays by N. A. Solovyov and Internet sources. A literary reviewand other sources provided information about the team and personal performances of UdGAU athletes from 1954 to 2024. The sports traditions of the Department of Physical Education, the names of the masters of sports who trained at the university, and traditional sports are also presented.

Adaptive physical education is becoming increasingly popular in modern society, especially with people with disabilities. Properly organized classes help them improve their physical condition, increase self-esteem and overall wellbeing. Therefore, it is important to study what basic principles contribute to the effectiveness of adaptive physical education classes. The authors of this article focus on the process of adaptive physical education classes with students with disabilities, as well as basic principles and methods that ensure effectiveness of adaptive physical education classes for students with disabilities. Research hypothesis: an individual approach to each student, the correct choice of physical exercises, motivation and support, as well as systematic nature of classes play a key role in the effectiveness of adaptive physical education classes. Testing this hypothesis allowed us to identify the most important aspects that must be taken into account when organizing classes with this category of students. To achieve this goal and test the hypothesis, various research methods were used: analysis of scientific literature on the topic of adaptive physical education, observation of classes with students with disabilities, as well as surveys and interviews with both students themselves and their instructors. This comprehensive approach allowed us to gain a more complete understanding of the key principles that contribute to the success of our studies.

This article provides a review of various innovative types of physical education and sports activities. The study was conducted among people aged 18–50, including students of Kuban State Agrarian University named after I. T. Trubilin and those working outside the field of physical education and sports. The study provides detailed information on new types of activities, including virtual reality and immersive fitness classes. Conclusions based on the work done are presented.

The article reveals factors leading to the deterioration of students’ health, examines the impact of health-saving technologies, and also provides a study of the effect of autogenic training on health and stress. Distribution of indicators of the health index of students of medical groups for the period of 2021–2023 is considered. Analysis of the study showed that the indicator M₁ (medical group – 1) tends to increase by 0.98 times. The M₂ indicator is 0.89 times, and the M₃ indicator is 0.61 times. In addition, there is the tendency of growth in all medical groups of students’ health, due to its control by the students themselves. To save the health of students, Department of Physical Education and Sports is developing a program for integrating physical education and autogenic training.

High competition among student handball teams forces specialists to look for new approaches to improve the training process. The complexity of such searches is related to the conditions of competitive activity in handball, which proceeds with a variable intensity of neuromuscular stresses, which characterizes extreme loads. To increase the accuracy of hitting the goal and special endurance of handball players, a technique has been developed that simulates loads of variable intensity with specially selected exercises and simulates competitive activity. The purpose of the research is to study dynamics of the throw accuracy and heart rate during extreme physical exertion, simulating competitive activities in handball. The article presents results of the introduction of an experimental technique for the specific construction of training sessions, intensity of which was brought to extremes, both game exercises 4 : 4, 3 : 3 for one half and for the entire playground. During the experiment, the effect of such extreme loads on the accuracy of hits and changes in heart rate during the annual cycle was studied. Effectiveness of the technique has been proven, which contributed to improving the accuracy of shots at the goal for 91 balls, i.e. contributed to an improvement in sports performance by 15% within one year cycle.

Relevance of the research lies in the search for optimal methods to improve the components of preparedness against the background of poor health of modern students. The purpose of the study is to analyze the impact of healthsaving practices on the indicators of physical fitness of female students. A group of female students majoring in economics was observed during the period from 2021 to 2024. The students were classified by health status to the main medical group. Classes in physical education were held according to the academic schedule, depending on the stages of training, i.e. from 1 to 2 classes per week. Health-saving tools were used in the form of theoretical, methodological and practical exercises according to the developed comprehensive program using elements of athletics, basketball and fitness during training sessions except for winter and summer holidays. Initially, significantly low results were shown in terms of overall endurance, strength and speed. The values of explosive power, speed endurance and flexibility corresponded to a satisfactory level. At the second stage of the study, diametrically opposite changes in the studied values were recorded: initially low indicators increased against the background of a decrease in others. After correcting the applied program by adding additional exercises in the gym, there was a significant improvement in all indicators. Based on the results obtained, it is concluded that it is advisable to introduce the proposed program into the educational process of physical education in conjunction with traditional methods. The use of health-saving exercises to improve physical fitness has been reliably confirmed.

In the practice of preparing athletes for high-level competitions, special physical training is of great importance, namely the application of a variety of means and methods that are used in practice by high-level athletes in training before the competition. The article presents the results of a research conducted with the participation of students of the first year of study and more than one year of training in taekwondo, during which such methods as pedagogical observation, pedagogical experiment, testing method, methods of mathematical and statistical data processing were used. In the course of the study, it was revealed that the influence of flexibility education on the formation of basic taekwondo techniques in children aged 10–12 years is very important, since in taekwondo it is taken as the basis for blows to the head, and even blows to the body. The authors note that with reduced flexibility, athletes lose most of their strength during combat. Taking into account the data obtained, the possibility of planning the direction of loads, improving the quality of training and the need to pay more attention to stretching during training are shown.

The research is motivated by the need to gain a deeper understanding of students’ mathematical problem-solving abilities, particularly in algebra, and to identify and address the productive struggles the encounter while solving problems. This research aims to analyze students' mathematical problem-solving abilities in solving algebra problems and identify students' productive struggles in solving these problems. This research was carried out using a qualitative approach with descriptive methods and instruments used in this research are problem solving ability tests, questionnaires that have been validated by education experts, and interview guides. Researchers selected students based on their level of productive struggle, namely high, medium, and low. The result revealed that students who have high productive struggle can answer the three questions correctly according to the problem-solving stages, starting from the understanding stage, transformation stage, process skills stage, and conclusion stage. Students who have moderate productive fighting power can answer the three questions only up to the understanding and transformation stage. At the process skills stage, students show errors in calculating and need teacher motivation to continue their struggle in solving mathematical problems. Students who have low productive fighting power can answer questions only up to the understanding stage, limited to writing back what they know and ask. In this category, students need intervention assistance from researchers to encourage their productive struggles. This assistance does not eliminate students' opportunities to think actively, on the contrary, through this method students are required to interpret their knowledge.

Linguistic studies on media coverage of pandemics and outbreaks in Nigeria, including the COVID-19 pandemic, Ebola, and Lassa fever, have been extensive. However, the linguistic analysis of media reports on the diphtheria outbreak remains underexplored. This study addresses this gap by examining the lexical choices employed in framing the diphtheria outbreak in Nigeria. Twenty articles from four popular Nigerian newspapers – The Punch, The Guardian, The Vanguard, and The Premium Times – were examined to discover the prevalent frames and associated lexical choices. The articles were collected between January and August 2023, a significant period marked by the resurgence of the disease and extensive reporting on its impact on victims. Using frame theory and lexical priming theory as analytical frameworks, the study identified frames such as health crisis, victim, government response, global aid and response, vaccination shortfall/hesitancy, public health awareness, past antecedent, and collaborative effort. Common lexical choices included terms like “deadly,” “surge,” and “critical situation,” which emphasize fear and urgency. This emotive tone is used purposefully to attract readers’ attention and prime them to interpret the outbreak as an urgent public health issue. Frames like Public Health Awareness and Government Response are concerned with informing the public. Several other frames, most notably Vaccination Shortfall/Hesitancy and Collaborative Effort, serve as a rallying cry. They highlight the need for increased vaccination coverage, collaboration among stakeholders, and public participation in health measures. Through framing and lexical choices, the media shapes public opinion, influences perceptions, and guides individual and collective responses to health issues like the diphtheria outbreak. The relevance of this study lies in its contribution to understanding how media framing and lexical choices impact public health communication, ultimately aiding in more effective health crisis management and public engagement strategies.

Yemsa, an Omotic language spoken in Ethiopia, has received limited attention in linguistic research, particularly with regard to its adverbial clauses. The lack of a comprehensive description of Yemsa’s adverbial clauses hinders our understanding of the language’s structure and its place in the Afroasiatic language family. This study aims to provide a detailed analysis of the structure and function of adverbial clauses in Yemsa, exploring their forms, functions, and subordinate markers. The research is based on a corpus of spoken and written Yemsa data, collected through fieldwork and supplemented by existing literature. A descriptive approach is employed to analyze the data, focusing on the morphological and syntactic properties of adverbial clauses. The study reveals that Yemsa adverbial clauses exhibit a range of characteristics, including dependent-person suffixes, temporal markers, and bound morphemes that connect them to main clauses. The analysis identifies five types of adverbial clauses in Yemsa: temporal, locative, manner, reason, and purpose. The findings also show that Yemsa treats aspects in adverbial clauses similarly to main clauses, with the perfective aspect remaining unmarked and the imperfective aspect marked. This research contributes significantly to our knowledge of Yemsa and the Omotic language family, providing new information about the structure and function of adverbial clauses, which is valuable for developing linguistic pedagogical materials for Yemsa. The study’s results have implications for linguistic theory, language pedagogy, and language documentation, highlighting the importance of descriptive research on understudied languages. The study’s methodology and findings can serve as a model for future research on other languages, promoting a more comprehensive understanding of linguistic diversity and complexity.

The exploration of the discourse-power interplay has been the motivation behind Critical Discourse Analysis (CDA) research orientation. CDA analysts have and continue to display vivid interest in the discourse of the dominant groups, particularly politicians, with the objective of describing and elucidating how existing social structures – power abuse, dominance, and inequality – are enacted, reproduced and sustained. While there is a vibrant literature on political speeches, not much work has been done on discursive manipulation as a form of social power abuse and dominance in political discourse from the Ghanaian perspective. This study therefore presents a critical analysis of a political speech by Mohammadu Bawumia, presidential candidate for the ruling New Patriotic Party (NPP), with the aim of investigating how the Vice-President discursively represents himself, the government, and the past government as a strategy for accomplishing his manipulative goal. Drawing on van Dijk’s ideological square framework for analysis, the result shows the use of the macro-strategy of positive representation of the in-group (government) and negative representation of the out-group (opposition or former government), which manifests at all levels of discourse through the use of other minor discursive strategies: positive self-presentation, authority, number game rhetoric, active/passive structures, implication, and presupposition. Key findings include the strategic use of statistics to enhance credibility, the deployment of passive constructions to conceal government failures, and the use of metaphors to dissociate Bawumia from the government’s shortcomings. The outcome of the study implies that political speeches are imbued with covert ideologies, asymmetrical power relations, power abuse, dominance, inequality, and deception, which can only be exposed and resisted through the application of CDA tools. The study therefore recommends advocacy by policymakers and other civil society groups to awaken the consciousness of readers and listeners of political speeches to scrutinize political utterances, given their opaque nature and partisan or ideological functions.

This study explores the external hierarchy of French film discourse, proposing a model that accounts for the elements generating this discourse and its interactions with other discourses within a hierarchical framework. The empirical material includes French films from 1990 to 2024 and elements of film text embedded in advertising, music, media, internet, and online literature discourses. Addressing the limited research on discourse hierarchy in modern linguistics, the study aims to identify and systematize the external hierarchy of French film discourse. The relevance of this research stems from the growing academic interest in film discourse and the lack of dedicated studies on its hierarchical organization. The author introduces a novel model that not only explains the generative elements of French film discourse but also situates it in a broader matrix of interacting discourses. The study employs discourse analysis, alongside theoretical methods such as generalization, synthesis, induction, and deduction. The findings reveal that the external hierarchy is shaped by generative elements – works of art, folklore, historical events, biographical details, and philosophical ideas – which occupy higher hierarchical levels relative to the discourse itself. Film production is also influenced by the socio-cultural context, emphasizing culturally significant elements and suppressing taboo topics. The research further demonstrates that the hierarchy of French film discourse relative to other discourses is mediated by poly-discursive units. These units function within one discourse while bearing content from another, positioning film discourse hierarchically above advertising, internet, media, online literature, and partially music discourses. This study enhances our understanding of the structural and functional properties of French film discourse and its broader cultural implications.

This study investigates the metaphorical conceptualization of sadness in Wolaita, a language spoken by over 1.6 million people in Ethiopia, from a cognitive-linguistic perspective. Grounded in Conceptual Metaphor Theory (CMT), the research explores how the Wolaita people express sadness through linguistic metaphors and compares these with findings from well-studied languages such as English, Amharic, and Agnwa. The study aims to identify linguistic metaphors for sadness in Wolaita, describe their universal and culturally specific bases, and contribute to the debate on the universality versus culture-specificity of emotion conceptualization. Using qualitative methods, including data elicitation, introspection, and analysis of written and spoken texts, the study examines metaphorical expressions of sadness in Wolaita. Data sources include Wolaita-language textbooks, a bilingual dictionary, idioms, audio-visual materials, and native-speaker intuitions. The analysis identifies conceptual mappings between source domains (e.g., pain, fluid, journey) and the target domain of sadness. The findings reveal that sadness in Wolaita is conceptualized through metaphors such as “sadness is pain,” “sadness is fluid,” “sadness is down,” “sadness is enemy,” “sadness is burden,” “sadness is journey,” “sadness is food,” and “sadness is gift.” These metaphors reflect the Wolaita people’s perception of sadness as an undesirable emotion, with cultural peculiarities such as the use of spoiled foods and impure fluids to represent its intensity. The study demonstrates that although sadness is universal at a basic level, its complex conceptualizations exhibit cultural specificity. This research contributes to cognitive linguistics and emotion studies by providing empirical evidence from an understudied language. It highlights the interconnection between universal human experiences and culturally shaped metaphors, enriching our understanding of the universality versus culture-specificity debate and underscoring the importance of linguistic diversity in emotion research.

The article provides a concise overview of the International Scientific Conference “English Studies in the Third Millennium: New Approaches and Development Trends,” held at the Belarusian State University on October 3–5, 2024 in Minsk, Belarus. The conference brought together over 100 scholars, educators, and researchers from Belarus, Russia, and Oman, representing a wide range of academic institutions. The event, organized by the Belarusian State University, the Institute of Linguistics of the Russian Academy of Sciences, and the Moscow State Linguistic University, aimed to explore contemporary trends in theoretical and applied linguistics through the lens of interdisciplinary approaches such as cognitive linguistics, digital linguistics, intercultural communication, and multimodal studies. The conference featured plenary and sectional sessions, with presentations by leading experts in the field who discussed topics ranging from discourse analysis and linguistic narratives to the role of language in cultural identity and conflict resolution. Researchers also addressed emerging issues in English studies, such as the impact of globalization on linguistic norms, the functional dynamics of English language units, and the interconnection of language and culture. Beyond academic exchange, the conference facilitated cultural and professional networking, emphasizing the importance of interdisciplinary collaboration in addressing the challenges of modern linguistics.

The debate surrounding whether Nigerians should be exempted from international English proficiency tests to study in English-speaking countries in the West has gained significant media attention. It is argued that English is already the official language, widely used in Nigeria for government, media, and education, making it the everyday language for many Nigerians. Consequently, they find it offensive and demeaning to mandate English proficiency tests, particularly for graduate students seeking to study abroad. As part of an academic inquiry into the issue, this paper aims to investigate the perceptions of Nigerian graduates regarding international English proficiency tests. This study offers insights into Nigerian graduates’ views, potentially informing educational policy and addressing fairness in international language testing requirements for English-speaking nations. The authors obtained responses through a six-question structured questionnaire and evaluated the perception of Nigerian graduates concerning these tests. Using a quantitative approach, the participants’ responses were analyzed and triangulated by situating them in real-life contexts. The findings indicate that a majority of Nigerian graduates believe Nigerians should be exempted from these proficiency tests due to the prevalence and familiarity of the English language in Nigeria compared to indigenous languages. However, an average of 11% of respondents believe that Nigerians should not be exempted from taking standardised English proficiency tests. This is significantly lower than 89% of respondents who believe that Nigerians should be exempted from these tests. This suggests a reconsideration of English proficiency tests for Nigerians, potentially influencing policy changes in language testing and supporting equitable access to international education. The findings also have broader implications for international educational policies and the recognition of linguistic diversity in a global academic environment.

Abstract Socioscientific issues (SSI) are problems involving the deliberate use of scientific topics that require students to engage in dialogue, discussion, and debate. The purpose of this project is to utilize issues that are personally meaningful and engaging to students, require the use of evidence-based reasoning, and provide a context for scientific information. Social justice is the pursuit of equity and fairness in society by ensuring that all individuals have opportunities to challenge and address inequalities and injustices to create a more just and equitable society for all (Killen et al. Human Development 65:257–269, 2021). By connecting science, technology, engineering, and mathematics (STEM) concepts to personally meaningful contexts, SSI can empower students to consider how STEM-based issues reflect moral principles and elements of virtue in their own lives and the world around them (Zeidler et al. Science Education 89:357–377, 2005). We employed a qualitative research design to answer the following questions: (1) In what ways, if any, did teachers help students grow their knowledge and practices on social justice through socioscientific issues? (2) In teachers’ perceptions, what components of SSI did students learn and what are their challenges? (3) In teachers’ perceptions, what are students’ stances on social justice? After completing the first year and second-year professional development programs, grades 6–12 STEM teachers were asked to complete a reflection on classroom artifacts. Teachers were asked to select student artifacts (e.g. assignments, projects, essays, videos, etc.) that they thought exemplified the students’ learning of SSI and stance on social justice. Based on 21 teacher-submitted examples of exemplar student work, we saw the following example pedagogies to engage their students on social justice: (a) making connections to real-world experiences, (b) developing a community project, (c) examining social injustice, and (d) developing an agency to influence/make changes. According to teachers, the most challenging SSI for students was elucidating their own position/solution, closely followed by employing reflective scientific skepticism. Moreover, the students exemplified reflexivity, metacognition, authentic activity, and dialogic conversation. Using SSI in classrooms allows students to tackle real-world problems, blending science and societal concerns. This approach boosts understanding of scientific concepts and their relevance to society. Identifying methods like real-world connections and examining social injustice helps integrate social justice themes into science education through SSI. Overall, SSI promotes interdisciplinary learning, critical thinking, and informed decision-making, enriching science education socially. This study highlights the value of integrating SSI in science education to engage students with social justice.

Abstract In ongoing science education, utilising informal learning environments such as science centres has emerged as a crucial strategy to enhance learners’ engagement and understanding of complex scientific concepts. However, despite their evident benefits, out-of-school learning environments often fail to produce lasting improvements in learners’ understanding of scientific concepts, largely due to inadequate integration with classroom teaching and a lack of strategic planning. This qualitative study, grounded in a moderate constructivist framework, investigates the perspectives of high school science teachers regarding the significant influence and strategic optimization of science centre visits. Through interviews and document analysis, informed by thematic analysis methodology, the study examines teachers’ perceptions and their prior practices when visiting the science centre. Teachers articulate a compelling narrative of how science centre visits serve as catalysts for active, experiential learning, and bridging the gap between theoretical knowledge and practical application. Furthermore, the study identifies and describes five strategic imperatives aimed at enhancing the effectiveness of science centre visits in science education. These imperatives encompass pre-visit curriculum integration, differentiated learning activities, teacher-led guided exploration, parental involvement, and continuous evaluation and improvement. Grounded in constructivist principles and contemporary educational theories, these strategies offer an inclusive framework to enrich learners’ learning experiences, cultivate their scientific curiosity, and foster a profound and enduring appreciation for the details of science. These findings highlight how crucial it is for teachers to have access to continual professional development opportunities and institutional support to enable them to fully utilise the pedagogical potential of science centre visits in science curricula.

Abstract Introduction Research Integrity is based on fundamental principles, including reliability, honesty, respect and accountability. Practices that threaten these standards are classified as research misconduct and fraud and the resulting publications must lead to retraction. Although research in medical education impacts university policies and influences professionals’ behavior, publication retraction in this field has never been explicitly investigated. The main aim of this study is to examine the characteristics of retracted publications in medical education. Methodology An eletronic search was performed during June 2023 in three databases: PubMed, Web of Science and Scopus, to identify all the retracted publications in medical education research. We extracted the characteristics of the authors, publication journals, citations and retraction notices. Results A total of 12 publications were included in this systematic review. Fifty percent of the publications were published after 2020, being 42% of the studies from China. The average impact factor of the journals was 3.1. Among all the citations found, 54% happened after retraction date and none of them was used as an example of misconduct or to refer to the retraction process. The most common reasons for retraction were duplicate publication (25%) and systematic manipulation of the publication process (25%), followed by peer review concerns (17%). Conclusion This study shows evidence that the number of retracted publications in medical education is increasing. Retraction notices tend to be ambiguous and unclear without enough information regarding the request or the reasons of retraction. All of these findings affect the truthfulness and transparency of medical education research. More efforts need to be done to standardize and improve the retraction notice availability, and researchers, journals, academic institutions and funders have to be more aware and publicise this growing problem, playing a key role to prevent the dissemination of misconduct and fraud in medical education research among the academic and scientific communities.

Test anxiety is a significant issue among pharmacy students, potentially affecting their academic performance and well-being. This study aimed to evaluate the effectiveness of an Inquiry-Based Stress Reduction (IBSR) intervention in reducing test anxiety. Pharmacy students enrolled in a didactic course were randomized into an IBSR intervention group or a control group. Both groups attended a 1.5 h seminar; the intervention group learned the IBSR technique, while the control group received instruction on an unrelated topic (emotional intelligence). The intervention group also submitted weekly self-reflections on applying IBSR to exam-related anxiety. Anxiety levels were measured using the State-Trait Anxiety Inventory (STAI) at the start of two major exams. Descriptive data were collected and STAI results were analyzed via independent t-tests. Among the 86 participants, the average baseline STAI score indicated moderate–severe anxiety (51/80). No significant differences were found in anxiety scores between the groups before exam 2 (p = 0.99) and exam 3 (p = 0.60). However, 67% of the intervention group found IBSR helpful, 58% changed their test-taking approach, and 61% altered their self-perception. While IBSR did not significantly reduce pre-exam anxiety levels, it was perceived as beneficial by many students. Future research should explore additional strategies for managing test anxiety in this population.

The deployment of artificial intelligence has also reached the classroom, especially in higher education. Despite the reluctance among teachers, and the risks and threats present, the tool also has many potential advantages. This study analyzes the knowledge, acceptance, and perception of the use of ChatGPT among Secondary Teaching Master’s degree students in two universities of Northen Spain, by means of a questionnaire based on the UTAUT2 model, translated into Spanish and Basque, and answered by 60 trainee teachers. The results show a good knowledge and perception of user-friendliness, but low motivation, intention to use, and effective use. The benefits perceived by prospective teachers include speed in obtaining information, assistance with repetitive tasks, and positive impacts on motivation; while the risks identified include plagiarism and an over-reliance on technology. The benefits for teachers included assistance with receiving ideas for class and preparation or translation of teaching materials and evaluation tools, while attributing less importance to marking or automating feedback. Given its widespread presence, it is concluded that there is a need to improve teacher training in the use of AI to foster more effective integration and a more positive perception of these technologies in education.

The advent of immersive technologies, such as virtual reality (VR), augmented reality (AR), and mixed reality (MR), is transforming higher education by providing innovative and interactive learning experiences. This article addresses the imperative of integrating these technologies into higher education systems. The study explores the intersection of immersive technologies and pedagogical strategies, aiming to enhance the European Qualification Framework (EQF) by updating learning outcomes to reflect the competence required in the digital age. Through a comprehensive literature review, case studies, and expert consultations, we propose a set of educational design guidelines tailored for higher education institutions. These guidelines align immersive technology applications with EQF levels and descriptors, focusing on undergraduate and postgraduate education. Our findings highlight the potential of immersive learning to foster critical thinking, creativity, and practical skills, while also addressing challenges such as accessibility and faculty training. By providing actionable insights and recommendations, this paper contributes to the development of a robust framework for incorporating immersive technologies in higher education, ensuring that students are equipped with the necessary skills and knowledge to thrive in a rapidly evolving digital world.

Integrating geographical information systems (GIS) in various sectors has significantly increased the global demand for skilled professionals, particularly in South Africa. Despite integrating GIS methods into higher education curricula, challenges like resource limitations, curriculum updates, and competency standardization may limit practical training scope. This study explores the alignment of South African qualifications and practitioner registration standards, including the South African Qualifications Authority (SAQA), National Qualification Framework (NQF) requirement, South African Council for Natural Scientific Professions (SACNASP), and South African Geomatics Council (SAGC), with job market demands. A structured literature review of scientometric research from 2004 to 2023 was used to assess the current GIS educational programs in South Africa, identify training gaps and skills, and propose strategies to enhance their relevance. The results indicated that, despite adhering to policies and standards, the GIS curriculum’s capacity to meet market demands is uncertain due to insufficient job market research and disparities between higher education curricula and practitioner registration standards (HEC_PRS). The University of Cape Town (UCT) and the University of South Africa (UNISA) are the top two South African institutions contributing significantly to GIS practice through published articles, with a few coming from affiliated research centres. The results revealed significant changes in higher education from 2004 to 2018, with teacher education becoming the most prominent theme. The 2019–2021 period emphasized interconnectedness between curriculum development, experiential learning, and 21st-century skills, while the 2022–2023 segment used curriculum as the most prevalent theme in this field. The prominence of key terms like “higher education”, “curricula”, “students”, and “teaching” highlights the role of educational institutions in preparing students for professional practice in GIS. These findings provide strategies for evaluating current GIS practices, identifying areas for improvement, and implementing modifications to enhance their effectiveness in practice.

This article explores the role of discursive practices and epistemological obstacles in shaping educational knowledge and power dynamics within schools. Drawing on critical pedagogy and the works of McLaren, Foucault, Gramsci, and Bachelard, it examines how schools act as sites where hegemonic Discourses are either reproduced or resisted. Discourses, understood as integrated social practices encompassing language, actions, beliefs, and values, deeply influence how students form their social representations of the world. The article highlights the need for educators to challenge traditional curricular theories that prioritize technical knowledge, often presented as neutral, while masking underlying power relations. Through the analysis of Bachelard’s epistemological obstacles, such as simplification, generalization, and depersonalization, the article discusses how these barriers impede students’ ability to critically engage with complex social phenomena. Multiperspectivity is proposed as a key educational approach to foster critical thinking and empower students to challenge social injustices. The discussion calls for systemic educational reforms, emphasizing the importance of teacher training that encourages the identification and questioning of dominant ideologies. By adopting a critical, social justice-oriented pedagogy, educators can help students not only understand but also transform their social realities, promoting an equitable and democratic educational environment.

This paper contributes to international debates about ‘authenticity’ in higher education, especially where this is embroiled in technology-oriented aspects of educational policy and practice. It describes activity theoretical research in a setting of engineering higher education, in industrial attachments taking place at distance, during which students and lecturers experience problems with technology-mediated interactions. Prior to the research-intervention that we describe in the paper, these interactions had been implemented through top-down policy, with work-related practices being conducted in the name of authenticity—a notion used in framing education as preparing students for economic work, in which digital technologies are increasingly embroiled. We describe an activity theoretical approach, and an online Change Laboratory methodology, through which students and lecturers envision and enact change to these practices. Their activity is thus reconfigured through their confrontation and renegotiation of authenticity. Our core contribution is to illustrate, through exposing and aggravating contradictions in technology-mediated activity, how practice in higher education can be considered authentic in and of itself, as distinct from solely having authenticity in preparing students for economic work.

Higher education has witnessed a massive transformation due to the advent of generative artificial intelligence (AI) technologies such as ChatGPT. In essence, AI has transformed various aspects of society as a whole. Despite the growing interest in applying AI tools such as ChatGPT in higher education, there is limited understanding of lecturers’ perceptions regarding their use in teaching and learning contexts. Studies reported in the literature have not comprehensively explored lecturers’ attitudes towards AI adoption, particularly in terms of its impact on classroom activities, assessment, and feedback. This study aims to fill this gap by qualitatively studying lecturers’ perspectives. The findings reveal that the advent of AI was met with mixed feelings among lecturers. Some lecturers embraced AI technologies and developed mechanisms for utilizing them in the classroom, while others resisted the change. This research is significant, as it can inform best practices and guide future implementation strategies of technologies in education.

The purpose of this paper is to examine how college students perceived their personal wellness and identified their sources of support while enrolled as a college student in a teacher’s college during the COVID-19 pandemic. College education students were asked to provide responses for five different wellness measures. Quantitative data analysis was used to examine overall wellness, well-being, self-efficacy, food insecurity, and sources of support. Females had significantly lower wellness scores than males. Undergraduates had noticeably lower wellness scores than graduate students, and undergraduates had significantly higher Food Insecurity scores than graduate students did. Professors and administrators were scored significantly above average as a source of support for college students, whereas Campus Medical Service and Campus Mental Health scored as below average as a source of support. Utilizing wellness data about a variety of factors can help college mental health professionals implement specific sources of support to address mental health for college students.

This study examines the crucial role architecture plays in fostering inclusive and equitable experiences on college campuses, focusing on how physical spaces communicate implicit messages of access and belonging. Drawing on interdisciplinary feminist spatial justice frameworks and intersectional analysis, the research critiques traditional top-down design practices that may overlook the identity-based needs of diverse users. Through a case study approach, the paper highlights the disconnect between architectural intentions and lived experiences, illustrating how design choices can unintentionally reinforce social hierarchies. The study advocates for participatory architectural approaches that prioritize the voices and experiences of campus community members, promoting radical inclusivity in the design process. This research contributes to the ongoing discourse on integrating feminist and intersectional approaches into architectural education and practice, emphasizing the importance of creating more just and inclusive spaces.

This article presents the results of an experimental study devoted to the study of the features of the structural components of self-awareness in children aged 5–6 years in the aspect of child-parent relationships. Addressing the designated issue is associated with the presence of significant deformations in the system of child-parent relationships recorded in recent decades in modern families, which negatively affect the personal development of the younger generation. Particularly significant in this issue is the preschool period, when the fundamental foundations of the child's personality are formed, first of all, the ability to realize his or her Self. At the same time, despite the increased relevance of the designated problem, it can be stated that it has not been finally resolved. The purpose of the study is to identify the features of the structural components of self-awareness in children aged 5–6 years in the aspect of child-parent relationships. The research methods are theoretical analysis and generalization of scientific literature on the research problem, ascertaining experiment, quantitative and qualitative analysis of the obtained data, methods of their interpretation. Results of the study: during the experimental study, the hypothesis was confirmed that the features of the structural components of self-awareness in children aged 5–6 years in the aspect of parent-child relationships are as follows: harmonious relationships between parents and a child in the family contribute to the formation of a higher level of the "I-image", a claim to recognition, a sense of gender identity, a sense of oneself in time, an understanding of one’s rights and responsibilities compared to disharmonious ones.

The article considers the topical issue of using information technologies in the process of professional training of legal personnel in order to form the level of digital competencies necessary in modern conditions of digitalization of the economy. The approaches of various universities preparing legal personnel to the selection of disciplines that form digital competencies are analyzed. It is especially emphasized that the minimum volume of disciplines that form this type of competence in many universities does not allow training lawyers who have the necessary skills to solve professional problems using modern information technologies. The authors, using the example of the discipline "Criminalistics," proposed an approach to the formation of the required level of digital competencies through the use of information technologies in the process of studying the disciplines of direction and profile. The article substantiates the feasibility of using video materials in lecture classes; holding lectures and conferences accompanied by presentations; mandatory practical training with the help of educational software (computer business and educational games, simulator programs, virtual reality technologies) in the process of studying discipline disciplines and profile, as this contributes not only to more effective assimilation of educational material by students of legal specialties, but also to the formation of the level of digital competencies necessary in modern society.

This study examines the potential and significance of the partnership project method in facilitating the adaptation of international students, as well as the development of their external connections and social environment within the context of Russian society. The paper presents a student partnership project organized by the Department of Russian as a Foreign Language at Perm State Medical University and the Department of Foreign Languages at HSE University Perm. The project is executed through practice-oriented inter-university collaboration. Its objectives address interconnected challenges: firstly, the Indian student community in Perm remains isolated and inadequately integrated into the city's cultural and linguistic milieu. Secondly, residents of Perm and students at local universities have limited understanding of the living and educational experiences of the substantial number of international students residing in the city. The significance of the inter-university project lies in providing Perm and Indian students with opportunities to engage with one another, exchange cultural knowledge, establish both friendly and professional communication, and collaborate on the creation of a joint creative product. This initiative fosters interethnic dialogue and enhances the communication skills and intercultural competence of future professionals.

The article is devoted to the study of the conceptual foundations of I.Ya. Yakovlev's didactics. The work presents an analytical description of the technologies of independent work, self-development, self-education in the pedagogical system of the educator of the Chuvash people. Based on the content of federal state educational standards of higher education, the author proves the relevance of I.Ya. Yakovlev's didactic system in modern conditions of the implementation of the "Core of Higher Pedagogical Education", their innovative nature, the effectiveness of the organization of the educational process in the Simbirsk Chuvash Teachers' School. The work presents the results of the analysis of modern curricula in the direction of training "Psychology and Pedagogy of Preschool Education" for the presentation of a description of technologies and the amount of time for completing assignments for independent work. The study of I.Ya. Yakovlev's didactic system is built taking into account the knowledge, ethnocultural, personological paradigms and on the principles of consistency and competence. The results of the study, obtained on the basis of theoretical analysis of pedagogical literature and normative regulators of education, have a methodological nature, are consonant with the requirements for the results of the formation of universal, general professional and professional competencies. The author presented a substantive analysis of the author's and advanced technologies for the 18th century for organizing the classroom and extracurricular work of students: reading, retelling, taking notes on pedagogical literature, research, project, essay-reasoning, developing logic and critical thinking. The described technologies require reconstruction in new socio-cultural conditions, they can be recommended for use in the educational process of a modern university.

The article addresses the quality of student training amid a shortage of personnel in the information technology sector. It highlights issues related to the preparation of specialized professionals and proposes creating a center for collaboration between universities and industry. This center aims to integrate the educational process with real projects, enabling students to gain practical skills and knowledge essential for successful careers in IT. A phased training process is outlined, where foundational education occurs at the university level, while updated training takes place within companies and project activities. The effectiveness of this integration is analyzed through financial indicators and assessments of educational quality. The findings indicate that implementing this solution improves companies' financial performance by enhancing employee qualifications and reducing training costs for new specialists. Additionally, there is a noted positive trend in the evaluation of educational quality, reflecting an increase in graduates' preparedness. Future development prospects include expanding partnerships with other companies and universities, introducing new educational programs and technologies, and conducting regular research to analyze integration effectiveness.

Increasing the human potential of teaching staff takes one of their leading places in identifying urgent tasks to improve the quality of general education as the main vector of development of state educational policy. The interrelation and interdependence of the processes of increasing the human potential of teachers and the quality of educational results of students are beyond doubt determines the relevance of the presented research. The purpose of this article is to identify the main directions of state policy in the field of teacher education and the development of the human potential of teaching staff in the Russian Federation. The main materials for the study were federal and regional regulatory documents reflecting the main directions of state policy in the field of teacher education and the development of the human resources of teaching staff in the Russian Federation, and the main research method in the presented work was the analysis of these documents. In addition, the study was also based on an analysis of the regional practice of implementing the main directions of state policy in the field of education on the example of the Kabardino-Balkarian Republic. As a result of the study, the main vectors of the state educational policy in the field of teacher education and the development of the human potential of teaching staff in the Russian Federation were identified.

The work is devoted to the study of the features of development of motivation for research activities in adolescents in club work. Within the framework of research activities, not only the acquisition and comprehension of new knowledge occurs, but also its application in solving practical problems. Currently, there is a search for forms and content of development of motivation of adolescents for research activities. In the course of the work, theoretical, empirical (author's questionnaire, testing, pedagogical experiment) methods, methods of processing the research results were used. The diagnostic program of the study included 6 methods in order to study the features of motivation of adolescents for research activities. The study involved 6th grade students. The program for developing motivation in adolescents for research activities in club work included different forms of work: student conference, work in microgroups, classes with elements of training, business game, etc. It is noted that the development of motivation for research activities in adolescents in club work will be more successful if the individual and age-psychological characteristics of adolescents (motivation, research activity, openness to new things, etc.), their interests are taken into account; providing an individual approach, creating situations of success, self-affirmation and self-expression. The results of the study, the motivation development program can be used in the work of the psychological service, class teacher, education advisor, head of the scientific circle at school in an institution of additional education.

The article raises the issue of using innovative learning technologies, high-tech simulation equipment in the process of training future doctors. These technologies significantly improve the quality of education, contribute to the formation of professional competencies and clinical thinking, and also help to acquire the skills necessary for the activity of a healthcare professional. The purpose of the scientific work is to clarify the attitude of medical students to the use of simulation learning technologies and their readiness to use them in the educational process. To achieve this goal, a two-part questionnaire was conducted. The first part of the questionnaire was aimed at assessing the respondents' attitude to work in a high–tech environment, the second part was aimed at clarifying the attitude of students to various technologies in simulation training centers. The results of the survey showed that the vast majority of medical students are aware of the need to use simulation technologies in the educational process, as they allow them to master therapeutic and diagnostic manipulations without involving patients. There is no doubt that innovative learning technologies are an integral part of the educational process. The results obtained convince us that simulation training centers create the necessary safe environment for both medical students and patients, and also help to accumulate experience that will later be applied by young specialists in their medical practice.

Teaching Internet technologies to Multimedia Design students contributes to their success in the labour market, provided that the project method and other similar approaches are used in the learning process. The article analyses the experience of teaching modern Internet technologies to students of the Master's programme "Multimedia Design" at the Art and Graphic Faculty of the Pedagogical University. Research methods: analysis of scientific and pedagogical literature and pedagogical experiment. It was established that the problem of teaching students in creative training areas technical skills required for creating Internet products can be solved by using no-code technology and the individual project method. Using creating a website for a randomly selected customer and developing one's own art and pedagogical Internet project as the example, we analysed the application of the individual practice-oriented project method. The results allowed us to draw conclusions that creating digital products without writing code enables students to perform completed Internet projects using special services and platforms, and the method of individual practice-oriented project allows them to perform personally significant Internet projects and helps to increase motivation for learning and the formation of universal and professional competences. The results of the study can be used in teaching Internet technologies to creative students.

The article is devoted to the analysis of the current trend in environmental science and environmental education – humanitarization. A brief description of the stages and varieties of environmental education and upbringing is given and it is concluded that at all stages one of the main goals of environmental education is the development of a full–fledged, comprehensive environmental consciousness and environmental culture. A developed environmental awareness and ecological culture are powerful weapons in the fight against the environmental crisis. The most effective in this regard is humanitarian ecology, the task of which is to form in the minds of students a valuable, personal, ethical, aesthetic attitude to nature, awareness of the unity of humanity and nature. Environmental awareness cannot be formed only on the basis of a system of environmental prohibitions and information about environmental disasters. Culture, society, symbolic worlds (for example, digital) occupy an increasing place in the human mind, displacing the natural world from it. The task of humanitarian ecology is to return nature to man, albeit in an indirect, refracted form. It is possible to accomplish this task through the use of an environmental narrative, artistic and aesthetic means, and moral and environmental education. The humanitarization of environmental education is recognized as the main vector of its development until 2030.

The article is devoted to the problem of studying the psychological health of adults. A review of the main works revealing approaches to understanding psychological health as a phenomenon is carried out, a number of scientific papers illustrating the characteristic features of psychological health of persons in different fields and types of activity (students, teachers, medical and social workers, representatives of the Ministry of Internal Affairs system, etc.) are analyzed. The current shortage of knowledge in science regarding psychological health of people who regularly practice dancing. The article also presents the results of a study that describes the peculiarities of the psychological health of people (average age 48 years) who regularly attend dance classes (folk, ballroom, dance vibroplasty).

Abstract This research aimed to share a personal voice, through a reflexive narrative process, of how the author’s experiences as a student, design teacher and academic integrity officer influenced the conceiving and implementation of a student designed university academic integrity campaign. An auto-ethnographic methodology was utilized to share stories, expressing thoughts, feelings, and attitudes, as new knowledge for other universities seeking to engage in academic integrity initiatives. Self-reflective journaling provided key words and phrases that were identified as data and then coded using three Saldaña coding methods (Emotion, In Vivo and Initial). Three key themes emerged: empathy, education, and positive change. It is evident in the key findings that these three themes play a vital role for academic integrity awareness in enabling student engagement, deep learning, redirection of student mindsets, and second chances. These reflections shared a process for fostering behavioural change at student and university levels through academic integrity promotion. This campaign and exhibition were heralded as an example to follow for universities by the Tertiary Education Quality and Standards Agency (TEQSA) of Australia.

Abstract Background Self-regulated learning (SRL) strategies can be domain specific. However, it remains unclear whether this specificity extends to different subtopics within a single subject domain. In this study, we collected data from 210 college students engaged in a computer-based learning environment to examine the heterogeneous manifestations of learning behaviors across four distinct subtopics in introductory statistics. Further, we explore how the time spent engaging in metacognitive strategies correlated with learning gain in those subtopics. Results By employing two different analytical approaches that combine data-driven learning analytics (i.e., sequential pattern mining in this case), and theory-informed methods (i.e., coherence analysis), we discovered significant variability in the frequency of learning patterns that are potentially associated with SRL-relevant strategies across four subtopics. In a subtopic related to calculations, engagement in coherent quizzes (i.e., a type of metacognitive strategy) was found to be significantly less related to learning gains compared to other subtopics. Additionally, we found that students with different levels of prior knowledge and learning gains demonstrated varying degrees of engagement in learning patterns in an SRL context. Conclusion The findings imply that the use—and the effectiveness—of learning patterns that are potentially associated with SRL-relevant strategies varies not only across contexts and domains, but even across different subtopics within a single subject. This underscores the importance of personalized, context-aware SRL training interventions in computer-based learning environments, which could significantly enhance learning outcomes by addressing the heterogeneous relationships between SRL activities and outcomes. Further, we suggest theoretical implications of subtopic-specific heterogeneity within the context of various SRL models. Understanding SRL heterogeneity enhances these theories, offering more nuanced insights into learners’ metacognitive strategies across different subtopics.

This study investigated the effectiveness of a QR code-based mobile learning system in engaging students in a personalized, situated mobile learning environment for a lesson on campus edible plants. The participants were three classes of seventh grade students from a middle school in Taiwan. This study employed a quasi-experimental design. One class received materials by scanning a QR code with the help of a tablet (Experimental group A; n = 23), one class underwent a virtual tour (Experimental group B; n = 24), and one class underwent an in-person campus tour (Control group; n = 23). The students’ posttest responses to a cognitive load perspective survey (on mental load and mental effort) and pretest and posttest scores on a plant knowledge test were analyzed. The results confirm the effectiveness of mobile learning. The mobile learning group significantly outperformed the other groups in terms of total cognitive load and mental effort; no significant difference was observed between the in-person campus tour and virtual tour groups. Furthermore, no significant difference in mental load was observed among the three groups. The largest improvement in PKT scores was observed in the mobile learning group, followed by those in the in-person campus tour and virtual tour groups. However, the design of different instructional models and the cognitive load level of learners had no significant interaction effect on learning effectiveness. A significant difference was observed in the main effect of different instructional models. This study provides suggestions for research on mobile learning, cognitive load, and learning effectiveness.

With the growing recognition of the importance of children’s play in both public and academic communities, research on this topic has steadily increased. However, Jerome J. Bruner’s comprehensive interpretation of children’s play remains underexplored within the field of education. By delving into J. Bruner’s original works and his academic contributions, this article seeks to highlight J. Bruner’s core perspectives and educational practices concerning children’s play. This article first traces J. Bruner’s academic trajectory, from his studies on primate play to his explorations of children’s play, elucidating how J. Bruner drew insights from animal play research and successfully applied them to the study of children’s play. Specifically, J. Bruner illustrated how play functions as a low-risk learning mechanism, enabling children to explore skills and adapt to social rules in a safe environment. Subsequently, the article discusses J. Bruner’s theory of children’s play, emphasizing that play is not only a key medium for children’s cognitive and linguistic development, but also an essential avenue for them to engage with and understand the real world. Play serves a pivotal role in simulating daily life, fostering narrative skills and learning social norms. Furthermore, this article focuses on J. Bruner’s educational stance on practices in children’s play, including the integration of games with subject content, the principle of moderate participation by adults and peers, and approaches to stimulating creativity and problem-solving abilities through games. Finally, based on J. Bruner’s theory and the contribution of children’s play, this study recommends that the play behavior of target children should be further observed. The duration of children’s play rounds and the complexity of the play can be investigated in depth. In this way, the educational value of children’s play can be fully leveraged.

English plays an essential role as a lingua franca in an increasingly interconnected world. To acclimate to the diversity of English accents, English Language Teaching (ELT) must enable learners to adapt to cultures and accents beyond Standard American English. A total of 88 Applied English major students participated in this study where they were exposed to five English accents: Standard American English, English Received Pronunciation, Singaporean English, Taiwanese English, and Japanese English. The students interacted with speakers from Kachru’s three circles of English to gain cultural insights associated with these accents. Questionnaires were utilized to assess students’ perceptions of each accent in terms of correctness, acceptability, pleasantness, and familiarity before and after exposure and/or instructional interventions. Results from the 45 students in the exposure group showed no significant changes in attitude, leading to an additional 43 participants receiving explicit instruction. The findings revealed that these 43 students demonstrated significant improvements in their ratings of non-native English varieties across correctness, acceptability, pleasantness, and familiarity. Qualitative data in the 43 reflective journals further revealed enhanced awareness of English pluricentricity and an ideological shift from the sole dependency on American English. This shift also included greater tolerance and respect for non-native English accents as well as improved confidence of speaking English. The study offers clear implications for Taiwanese ELT, suggesting a more pragmatic trajectory through the implementation of a Global Englishesoriented approach.

Based on the principles of competency-based physical education, this study aimed to investigate the effects of a competency-based orienteering course intervention on students’ physical literacy, basic need satisfaction, and leisure-time physical activity. Additionally, the study examined the intervention's impact on students’ perception of connectedness to nature. Using a pre-experimental design, students participating in a 16-week orienteering courses were recruited. The competency-based orienteering course intervention was employed and both quantitative and qualitative learning data were collected and analyzed. Quantitative data were gathered through surveys, while qualitative data were obtained from onsite observations and documents, including group reports, notes, and class records. Results from 77 valid samples indicated that students’ physical literacy and basic need satisfaction were significantly enhanced after the competency-based orienteering course intervention. However, no significant improvement was observed in leisure-time physical activity. Notably, students’ perception of connectedness to nature increased after participating in the course. Overall, grounded in the principles of the competency-based curriculum, this study not only enhanced students’ physical literacy, basic need satisfaction, and connectedness to nature, but also provided theoretical and practical insights. Through competency-based orienteering course design, the value of physical education in holistic education can be expanded, making it a worthwhile recommendation for implementation in college-level physical education teaching contexts.

Eco-anxiety is the sense of loss that an individual feels in the face of environmental problems, which includes emotions such as sadness, anger, and distress. This study aims to identify early childhood children's eco-anxieties related to the problems of drought, forest fires, and endangered species. The study was conducted with 55 children in the 4-8 age group attending a public school. Since the study aims to identify children's eco-anxieties as they are, the study was designed as a qualitative case study. The data were obtained through a structured interview form and analyzed through content analysis. According to the study results, 96% of children have eco anxieties about drought, forest fires, and endangered species. Adverse changes in the environment, losses in the child's life, loss of life, loss of food, human indifference, and economic anxiety were identified as the root causes of children's eco-anxiety. Considering the data, the eco-anxiety experienced by children should be considered in public studies to be prepared and carried out on environmental problems, information to be shared in the media, and environmental education activities at schools, and actions should be designed to solve environmental problems.

Biodiversity is a multidimensional concept, and its integration into school curricula is essential for promoting sustainable development. Plants are central to the biodiversity of ecosystems; however, student teachers often fail to recognize them and understand their importance. This phenomenon, known as “plant blindness,” was first introduced in the late 20th century. This study is focused on a Portuguese pre-service teacher education degree in Basic Education and addresses the following problem: To what extent educational strategies that value interaction with plants contribute to the promotion of biodiversity and to prevent plant blindness in student teachers? Twenty-seven undergraduate students enrolled in two elective subjects completed a questionnaire before and after the implementation of educational strategies, which included field trips and research activities. Data from a selection of questions are presented, regarding some dimensions of the concepts of biodiversity and plant blindness, namely, students’ interest in nature and biodiversity, the complexity of their conceptualization of biodiversity, and their awareness and knowledge of plants. Key findings reveal a significant improvement in reducing plant blindness and enhancing understanding of biodiversity but not in students’ interest. The overall results highlight the importance of exploring plant rich environments and introducing students to plant biodiversity in their immediate surroundings, but also the resistance of concept change.

In dealing with wicked problems, such as pandemics, war, economic inflation, refugee influx, and natural disasters such as earthquakes or floods, culture is seen as playing a strong role in determining peoples’ responses. While school science education seeks to promote an awareness of, and even preparedness towards, dealing with wicked problems, the isolation of school science from culture can result in promoting an image of science within students as unaccounted for and unaffected by cultural experiences. In reducing this gap between science education and culture, this study seeks to identify science teacher perceptions towards a combined role to be played by both science education and culture in co-addressing wicked problems. In so doing, this qualitative study takes into consideration four wicked problems – the current war in Ukraine, the recent earthquake in Turkey, a refugee influx into Estonia, and the reoccurring floods in Bangladesh. Through semi-structured interviews with five volunteer science teachers from each country, the study explores science teacher perceptions towards the roles played by culture and science education separately, and possible ways to combine these so as to promote a culturally relevant, responsive and adaptive science education orientation. The findings of the study suggest ways to promote awareness, preparedness and enhance emotional acceptance through both science education and cultural practices. The significance of this study lies in the multicultural nature of the research, seen as allowing the researchers to gain multicultural perspective from science teachers with first-hand experience related to wicked problems.

This study aimed to uncover common difficulties and possible areas for improvement by focusing on the approaches and errors made by 3rd-year undergraduate chemistry students in solving organic synthesis problems. The study employed a purposive sampling technique to select 112 undergraduate chemistry major students to participate in this study. Students’ responses to synthesis-type problems from mid-semester examinations within the framework of a synthetic methodology course in a Ghanaian University were examined. The primary data collection tool was a mid-semester examination that employed deductive coding systems to analyze students’ responses. The study’s findings revealed that while many students performed well in identifying and providing reagents for the given reactions, a lot more struggled with other types of synthesis problems. Specifically, the reaction mechanism-type questions recorded the lowest scores and most errors among the synthesis problems. Asignificant number of students (67.0% and 66.1%, respectively) encountered difficulties in drawing complete reaction mechanisms and proposing the synthesis of target molecules, respectively. The results further indicated that students may have relied on rote memorization in solving synthesis problems. Students’ significant errors included the inability to draw resonance structures, expand atoms/bonds, map atoms, generate starting material/chemical equivalent, and draw correct products. However, students showed glimpses of using retrosynthesis analysis through the disconnection approach and exhibited a good usage of arrows in arrow-pushing formalism. The study recommends focused interventions and teaching strategies to enhance students’ understanding of reaction mechanisms, drawing of resonance structures, expanding atoms/bonds, mapping of atoms, starting material generation, and problem-solving skills in organic synthesis. Besides, students should be provided with ample practice for synthesis design by educators.