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A key goal of educational institutions around the world is to provide inclusive, equitable quality education and lifelong learning opportunities for all learners. Achieving this requires contextualized approaches to accommodate diverse global values and promote learning opportunities that best meet the needs and goals of all learners as individuals and members of different communities. Advances in learning analytics (LA), natural language processes (NLP), and artificial intelligence (AI), especially generative AI technologies, offer potential to aid educational decision making by supporting analytic insights and personalized recommendations. However, these technologies also raise serious risks for reinforcing or exacerbating existing inequalities; these dangers arise from multiple factors including biases represented in training datasets, the technologies' abilities to take autonomous decisions, and processes for tool development that do not centre the needs and concerns of historically marginalized groups. To ensure that Educational Decision Support Systems (EDSS), particularly AI‐powered ones, are equipped to promote equity, they must be created and evaluated holistically, considering their potential for both targeted and systemic impacts on all learners, especially members of historically marginalized groups. Adopting a socio‐technical and cultural perspective is crucial for designing, deploying, and evaluating AI‐EDSS that truly advance educational equity and inclusion. This editorial introduces the contributions of five papers for the special section on advancing equity and inclusion in educational practices with AI‐EDSS. These papers focus on (i) a review of biases in large language models (LLMs) applications offers practical guidelines for their evaluation to promote educational equity, (ii) techniques to mitigate disparities across countries and languages in LLMs representation of educationally relevant knowledge, (iii) implementing equitable and intersectionality‐aware machine learning applications in education, (iv) introducing a LA dashboard that aims to promote institutional equality, diversity, and inclusion, and (v) vulnerable student digital well‐being in AI‐EDSS. Together, these contributions underscore the importance of an interdisciplinary approach in developing and utilizing AI‐EDSS to not only foster a more inclusive and equitable educational landscape worldwide but also reveal a critical need for a broader contextualization of equity that incorporates the socio‐technical questions of what kinds of decisions AI is being used to support, for what purposes, and whose goals are prioritized in this process. [ABSTRACT FROM AUTHOR]

The greater the proliferation of AI in educational contexts, the more important it becomes to ensure that AI adheres to the equity and inclusion values of an educational system or institution. Given that modern AI is based on historic datasets, mitigating historic biases with respect to protected classes (ie, fairness) is an important component of this value alignment. Although extensive research has been done on AI fairness in education, there has been a lack of guidance for practitioners, which could enhance the practical uptake of these methods. In this work, we present a practitioner‐oriented, step‐by‐step framework, based on findings from the field, to implement AI fairness techniques. We also present an empirical case study that applies this framework in the context of a grade prediction task using data from a large public university. Our novel findings from the case study and extended analyses underscore the importance of incorporating intersectionality (such as race and gender) as central equity and inclusion institution values. Moreover, our research demonstrates the effectiveness of bias mitigation techniques, like adversarial learning, in enhancing fairness, particularly for intersectional categories like race–gender and race–income. Practitioner notesWhat is already known about this topic AI‐powered Educational Decision Support Systems (EDSS) are increasingly used in various educational contexts, such as course selection, admissions, scholarship allocation and identifying at‐risk students.There are known challenges with AI in education, particularly around the reinforcement of existing biases, leading to unfair outcomes.The machine learning community has developed metrics and methods to measure and mitigate biases, which have been effectively applied to education as seen in the AI in education literature.What this paper adds Introduces a comprehensive technical framework for equity and inclusion, specifically for machine learning practitioners in AI education systems.Presents a novel modification to the ABROCA fairness metric to better represent disparities among multiple subgroups within a protected class.Empirical analysis of the effectiveness of bias‐mitigating techniques, like adversarial learning, in reducing biases in intersectional classes (eg, race–gender, race–income).Model reporting in the form of model cards that can foster transparent communication among developers, users and stakeholders.Implications for practice and/or policy The fairness framework can act as a systematic guide for practitioners to design equitable and inclusive AI‐EDSS.The fairness framework can act as a systematic guide for practitioners to make compliance with emerging AI regulations more manageable.Stakeholders may become more involved in tailoring the fairness and equity model tuning process to align with their values. [ABSTRACT FROM AUTHOR]

Teaching based on active methodologies emphasizes the importance of giving students a leading role in the learning process. With the implementation of the European Higher Education Area, universities have undergone a reform that significantly increased student involvement in the teaching–learning process. The University of the Basque Country (UPV/EHU) responded to this change by introducing its own educational model: IKD i3. The general objective of this research is to explore the effect of the IKD i3 strategy on the teaching staff of the UPV/EHU. The study aims to identify the active methodologies adopted by the teaching staff and the reasons behind the use (or not) of these methodologies. A total of 403 teachers participated in the study, and their opinions were gathered freely to accurately represent their viewpoints. The results reveal that teaching staff at the UPV/EHU utilize active methodologies, with the most frequent being problem-based learning, cooperative learning, and the case study method. The reasons for incorporating these methodologies vary and include both benefits for students and advantages related to teaching, while the rationale for not using active methodologies is based on the lack of training, time constraints, and having a large number of students. Interestingly, the teachers who expressed these arguments were primarily those who were not familiar with or actively participating in the IKD i3 educational model. We believe that while our findings validate the UPV/EHU's IKD i3 educational model, they also highlight the importance of universities not only having an educational model but also fostering a culture that encourages the active engagement of teaching staff. This commitment is essential to effectively develop and implement such a model. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Students with complex support needs have intense and frequent support needs for learning and participating across multiple domains. Addressing those needs in a comprehensive manner is the purpose of special education, which is accomplished through instructional and Individualized Education Program (IEP) goals. Yet simply setting goals is insufficient; to facilitate positive student outcomes, there is an inherent expectation that students will meet those goals to achieve their potential. Understanding factors that impact variability in goal attainment is essential to this purpose. This includes the extent to which variability in goal attainment is explained by factors varying within students (e.g., goal domains being targeted) or by factors varying between students (e.g., education placement, overall intensity of student support needs). Using Bayesian multi-level modeling analysis to examine the instructional goals of 53 elementary students with complex support needs, we found that 75% of variability in goal attainment exists within student's goals. However, 25% of variability is explained by factors that vary across students—in this case, educational placement and overall intensity of support needs. We conclude with recommendations for research and practice aimed at enhancing goal attainment for students with complex support needs. [ABSTRACT FROM AUTHOR]

Background Methods Findings Conclusion Health and education are interrelated and influence social, economic and lifestyle perspectives. Children with chronic illnesses experience barriers in the educational system regarding school attendance and social isolation. Gaining knowledge of compulsory education and how children with chronic illnesses are supported is crucial for the implications of future education policy and legislation in Scandinavia. This study compares Scandinavian legislation frameworks on compulsory education, chronic illness and school absence to form the basis of future research on education for children with chronic illness.The study uses a comparative approach to explore the support of children with chronic illnesses in compulsory education across Norway, Sweden and Denmark. The documents included are 3 education acts and 15 secondary documents, which are notes and guidelines for the education acts. The data were analysed using a manifest content analysis.We found four categories and six subcategories: (1) school obligation and rights; (2) chronic illness; (3) school absence: (a) categorisation of absence; (b) registration of absence; and (c) sanction; and (4) education support: (a) Hospital school support; (b) Home instruction support; and (c) technological support.This study's findings demonstrate the similarities and differences in the Scandinavian compulsory education legislation and guidelines regarding chronic illness and school absence. We found similarities across the countries regarding chronic illness and school absence. Still, the findings showed differences in the systematic registration of school absence and requirements for attendance with compulsory education in Norway and Denmark compared with compulsory schooling in Sweden. This knowledge will inform and enlighten future discussions and decisions in education and public health. The results can contribute to awareness of the opportunities for educational support and perspectives about education for children with chronic illnesses. Future research focusing on the experience of children with chronic illness and educational support is needed. [ABSTRACT FROM AUTHOR]

AbstractIntroductionMethodsResultsConclusionWidening participation in education by including students from underrepresented groups has been recognized as important for the last decade. During the recent pandemic, the interest in how to make students from different backgrounds feel part of the university, and connected to their studies and peers, has become an even more widespread concern and therefore important to explore further.The aim of our study was to develop a conceptual model for educational design to support student engagement and participation, by exploring pedagogical aspects recognized as being valuable during widening participation initiatives.We used meta-ethnography following the recommended seven steps: getting started, developing a search strategy, reading and assessing the quality of the papers, analyzing how the different studies related to each other based on the interpretation of quotations of the informants (first order) and the researchers of the articles (second order), translating the meaning of the studies, developing a line of argument, and finally developing a conceptual model to express the synthesis. Three databases we used: PubMed, ERIC, and Scopus; the PRISMA workflow was used.Six articles with a qualitative approach were included. A conceptual model was developed with the theme ‘Scaffolding Strategies’ and four sub-themes: Academic Support, Social Interaction, Processing Expectations and Clarifying Learning Progress.We developed a conceptual model from previous studies that entailed aspects of particular importance to support widening participation. By using scaffolding strategies in course design, teachers and students may collectively improve the learning environment to promote widening participation, through clear instructions and frequent interaction, communication and calibration of expectations, clarification of learning processes and progress, and support for academic-skills development. Furthermore, the importance of using academic support and social interaction between students and teachers early on, to encourage students to explore how to become an independent learner, is highlighted. [ABSTRACT FROM AUTHOR]

Public art is increasingly recognised for its pedagogical value, especially in higher education, where it enhances institutions’ educational outcomes and expands students’ learning experiences. However, its potential in basic education remains under‐exploited. This study aims to bridge the gap by investigating how public art is effectively integrated into school curriculums and the educational benefits it offers students in their learning journey. Researchers, therefore, designed a student‐centred public art intervention project, Dreams and Hopes, at a Chinese nonprofit primary school incorporating the school's educational goals. The project recruited 5th and 6th graders to create a giant mosaic mural for the campus’ public space during the school's club and regular curriculum. To determine the educational benefits of the public art practice, researchers collected qualitative data using ethnographic methods in the project. The results showed that students at different stages (design, making, exhibition) gained competencies in three key themes: creativity (divergence, convergence, expression), practical ability (operation, innovation, collaboration), and self‐identity (satisfaction, achievement, confidence). These competencies align with the school's educational goals and enhance students’ learning experience. Problem‐based guidance, a relaxed and enjoyable atmosphere, effective communication and a connection to reality are essential to these critical competencies. The study reveals that public art may support educational goals and benefit students. It also enhances the practical experience of public art in basic education and provides a model of intervention to educators. The study recommends that schools actively collaborate with external resources, emphasise the art practice's educational value, and provide platforms for student arts participation. [ABSTRACT FROM AUTHOR]

Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors' conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions. [ABSTRACT FROM AUTHOR]

Background Veterinary medicine programmes require students to learn in formal educational settings and through workplace experiences. Previous studies have indicated that learning in the clinical workplace can be informal as students participate in daily activities of service provision by veterinary teams. It can be complex however for students to transition from a traditional formal educational setting to learning in the workplace and students must be able to selfregulate their learning. This requires students to set their own learning goals, consider available learning opportunities and to evaluate if intended learning outcomes have been attained. There is a need to identify strategies students undertake to self-regulate their learning in the workplace to design supports to enhance their learning. The aim of this study was to provide a detailed description of how final year veterinary medicine students plan, learn and reflect on their learning in the workplace context of clinical extramural studies (CEMS) prior to the COVID-19 pandemic. Methods An observational repeated cross-sectional design study was conducted with two groups of final year veterinary medicine students in University College Dublin. Data was collected in two stages by analysing student activity records and surveying students in 2017 and 2018. Participants were asked to describe how they planned their CEMS, to describe the types of learning activities they participated in, and describe their reflections of CEMS. Results The results are interpreted through the lens of self-regulated learning theory. Analyses of student CEMS activity records indicate that students from both groups primarily participated in small animal/production animal or mixed practice work placements. The majority of respondents of the survey indicated that CEMS was a valuable learning opportunity and they were motivated by placements that would support their future career goals. Financing CEMS placements was a key obstacle to their planning. The majority of respondents indicated varying frequencies of engaging in different types of learning activities and noted that finding suitable placements that facilitated practical skill development and active student learning was a challenge. Implications for veterinary education are discussed. Conclusions Student perspectives on planning and learning in the CEMS workplace context yielded important insights into the factors that influence their self-regulatory activities which can help inform future educational interventions to support student learning. [ABSTRACT FROM AUTHOR]

The present study focuses on challenges to the work of teachers as a result of a Swedish educational reform that mandates schools guarantee pupils receive early learning support concerning reading, writing, and number sense. The outcome of reforms is connected to how teachers achieve agency in their work , and we use the ecological model of teacher agency as an overarching theoretical framework and analytical dimension. The study involved interviews with 14 teachers, and the focus was on a) how teachers identify pupils in need of support and how this support is carried out, (b) how teachers would like this identification to be carried out, and how teachers would like to support pupils with weak number sense. Teachers described a 'dilemmatic space' (cf. Fransson and Grannäs 2013), which affects how they achieved agency in developing pupils' number sense. The dilemmatic space described by teachers in this study is framed by necessary priorities pertaining to the cultural, structural, and material conditions of the current situation. According to the study's results, whether teachers should perform the assessment merits discussion. The study concludes there is a risk that conducting assessments and offering support risks cancelling each other out. [ABSTRACT FROM AUTHOR]

In educational systems around the world, there is a long tradition of using psychiatric diagnoses when providing support in the special educational field. For instance, many countries have special schools and special classes for students with psychiatric diagnoses such as Attention-Deficit Hyperactivity Disorder, Autism spectrum disorder and general learning disabilities. This case study draws on data from Denmark and investigates how this organising principle is currently being challenged. The study shows that a main challenge to the widespread use of diagnoses is a shift in how the psychiatric system diagnoses students. Factors affecting the current situation are that a) an increasing proportion of students receive more than one diagnosis, and b) children with social problems are more likely to be diagnosed with a psychiatric condition as well. The outcome is that the institutional tradition of distinguishing between support to be provided for different diagnoses comes under pressure, and a paradoxical situation occurs where the growing complexity of children's psychiatric diagnoses leads to practices where more differentiated special needs are taught within the same classrooms. The situation has led the Danish school system to search for alternative ways of organising support for students. The study investigates these new emerging methods of providing support. [ABSTRACT FROM AUTHOR]

Learning Analytics is concerned with the use of data collected in educational settings to support learning processes. We take a Learning Analytics approach to study the use of immediate feedback in digital classification tasks in mathematics. Feedback serves as an opportunity for learning, however its mere existence does not guarantee its use and effectiveness, as what matters is how learners interact with it. Therefore, our research questions are focused on that interaction. The data consisted of 266 object movements for classifying polygons, and 524 shape movements for classifying traffic signs, under the topic of symmetry. Participants included 29 elementary school students (9–12 years old) from Israel and Germany. Analyzing students' success, feedback use, and the associations between them, we demonstrate how not acting upon feedback is negatively associated with success, and how this undesired behavior slightly reduces along the learning process. [ABSTRACT FROM AUTHOR]

On-time graduation rates are crucial for universities, impacting institutional performance and student success. At Sebelas Maret University, only 32% of the 2019-2020 postgraduate cohort graduated on time, exemplifying a common higher education challenge. This study compares naïve bayes, (NB) K-nearest neighbor (KNN), and decision tree (DT) algorithms, chosen for their effectiveness in educational data mining (EDM). Forward selection (FwS) and backward elimination (BE) techniques were implemented to optimize feature selection (FS), balancing model complexity and predictive power. Previous studies have primarily focused on graduation prediction, but few have thoroughly compared FS methods. This study compares NB, KNN, and DT algorithms, implementing FwS and BE for feature optimization. Results show that FS improved model performance across all algorithms. KNN and DT algorithms showed a more favorable impact with FwS, while BE proved more effective for the NB algorithm. The KNN algorithm with FwS achieved the highest accuracy at 83.8%, a significant improvement from its baseline accuracy of 76.64%. These findings can guide the development of support systems to improve on-time graduation rates, potentially benefiting institutions facing similar challenges. By evaluating these features, institutions can enhance their educational quality and support students in achieving timely graduation. [ABSTRACT FROM AUTHOR]

ObjectivesMethodsResultsConclusionTo identify factors affecting functional hearing performance and quality of life (QoL) outcomes in paediatric cochlear implantation (CI) recipients at two University centres in mainland China.Two university centres in mainland China, part of the prospective longitudinal Paediatric Implanted Recipient Observational Study (P-IROS), contributed participant data. Participants were aged under 10 years at time of CI. Functional hearing performance and QoL measures were collected prior to device activation, and at 6-monthly intervals for 2 years post-implantation. Functional hearing endpoints including Categories of Auditory Performance-II (CAP-II) and QoL were evaluated and analysed using ordinal mixed-effects regression models.Data were from 288 children with a mean age at implant of 2.74 years. Overall follow-up at 1 year was 59% and 51% at 2 years. Younger age at implantation (p<0.001) and hearing aid use preimplantation (p=0.026) were associated with significant benefit. Bilateral device users (both CI and bimodal) achieved significantly better functional hearing performance on the CAP-II than unilateral CI users (p<0.001). Slower functional hearing improvements were observed in those with lower parental expectations compared to higher expectations (p<0.001). QoL improved over time but followed a different initial trajectory between centres.All participants demonstrated significant improvements in auditory performance and QoL over time. Younger age at CI, and bilateral/bimodal device fitting contributed to earlier improvements. Other potential factors that could help inform families, professionals, and health authorities about choice of hearing device and educational supports required included aetiology of hearing loss and level of maternal education. [ABSTRACT FROM AUTHOR]

AbstractIn the future of education, concepts of sustainability and recycling have to become integral parts of core subjects which require interdisciplinary collaboration beyond subject borders. Project-based Learning offers the perfect educational environment for such integration of knowledge not limited by single subject curricula or school curricula in general. At the same time, it offers a hands-on approach to actively in- volve students in the creation of products as well as the training of skills for critical thinking and problem-solving, but also increases their awareness regarding sustainability and environmental challenges. In this context, the goals of a circular economy are supported by such an educational approach combined with an environmental focus. [ABSTRACT FROM AUTHOR]

The aim of this research is to determine the differences in the individual components of self-assessed self-efficacy for teachers' cooperation, taking into consideration whether educational associates provide them with adequate support in working with students with disabilities or not. In addition to the calculation of basic statistical parameters, in data processing, multivariate analysis of variance, t-test and discrimination analysis were used to calculate the differences between the observed groups. The obtained results show the presence of statistically significant differences in separate components of self-assessed self-efficacy for cooperation between teachers, taking into consideration whether educational associates provide them with adequate support in working with students with disabilities or not. The differences are evident both on the manifest and Latent levels. However, the variables in which teachers who receive support from educational associates show a higher level of self-efficacy for cooperation mostly relate to administrative-organizational support and freedom of expression of opinion, so it is necessary to better conceptualize this cooperation and its components, as well as the factors affecting it. The contribution of this research is twofold. It consists in acquiring results that allow insight into the structure of self-assessed self-efficacy of teachers working in inclusive conditions in the area of one region in Croatia. On the other side, this work contributes to the interpretation of the possible connection between specific components of teacher self-efficacy for cooperation in inclusive conditions with factors that could influence it when it comes to the support of educational associates. [ABSTRACT FROM AUTHOR]

This study focuses on the problem that the process of building learning habits has not been clearly described. Therefore, we aim to extract the stages of learning habits from log data. We propose a data model to extract stages of learning habits based on the transtheoretical model and apply the model to the learning logs of self-directed extensive reading to demonstrate the process of building learning habits. We uncover the various stages (i.e., the precontemplation, contemplation, preparation, action, and maintenance stage) that learners underwent, and different proportions of the maximum stage that they achieved during an 11-month, self-directed, extensive reading program--implemented in a Japanese junior high school. This study contributes to realizing a method to evaluate the learning process, by tracing the stages of learning habits in long-term, and continuous learning activities. Further, this study can help guide the development of evidence-based educational interventions to support the building of lifelong learning habits and self-directed learning, using data-driven methods. [ABSTRACT FROM AUTHOR]

Research-practice partnerships (RPPs) are one potential strategy to support educational transformation or improvement, and this focus inherently requires new ways of working for both practitioners and researchers. This paper seeks to understand how RPP engagement within an EdD program supported the development of practitioner-scholars through a case study of the Multnomah County Partnership for Education Research (MCPER). The study describes the perceptions of 67 practitioner-scholars from eight different doctoral cohorts and how the RPP impacted them in terms of building capacity, serving the local community, and enhancing their identity as a researcher: 89% of respondents reported learning valuable information, 79% described how the information learned was relevant to their professional lives, and 87% said completing the report developed their identity as a researcher. The practitioner-scholars also largely noted that completing a report improved their capacity to conduct data analysis (86% agreed), write a program evaluation report (84% agreed), and write a literature review (80% agreed). In terms of how participating in the RPP helped the practitioner-scholars, qualitative coding revealed participating in the project was a "real-world," "boots on the ground" process that involved "serving the greater good" and built their confidence as a researcher. Engagement with the Multnomah County Partnership for Education Research (MCPER) is one strategy to support practitioners to develop these practitioner-scholar capacities. [ABSTRACT FROM AUTHOR]

This special issue presents eight new studies that explore the outcomes and impacts of Research-Practice Partnerships (RPPs) in the field of education. The studies highlight the potential of RPPs to foster ethical, equitable, and collaborative approaches to solving complex challenges in schools and districts. They examine various dimensions of RPP effectiveness, including dignity-affirming care, cocreation of knowledge, antiracist work, ongoing learning, and organizational impact. The studies demonstrate that RPPs can lead to transformative changes at the individual, partnership, and organizational levels, and emphasize the importance of considering diverse perspectives and outcomes when evaluating the impact of RPPs. [Extracted from the article]

Purpose: The purpose of this research is to address the need for a robust system to accurately determine a cutoff score by using the Angoff method and leveraging the Rasch infit and outfit statistics of item response theory by detecting and removing misfitting items in a test. Design/methodology/approach: Researchers in educational evaluation support the use of grades as a complete measure to evaluate students' overall academic performance. In higher education, determining cutoff scores is crucial for assessing academic progress and achievement. Higher education institutions worldwide set predefined minimal standards of success, sometimes referred to as cutoff thresholds. These thresholds serve as benchmarks for assessing performance quality and determining eligibility for academic credit or advancement. Findings: The proposed approach combines the Angoff method with Rasch item fit statistics to precisely determine the cutoff score by excluding items that do not fit well (misfitting items) in a test. This methodology holds the potential to enhance the fairness and accuracy of grading practices, ensuring that assessments align with educational objectives and provide meaningful feedback to students. Originality/value: The value of this research extends to various fields where cutoff scores are used for decision-making purposes. By using Rasch item fit statistics and the Angoff method, practitioners and researchers can enhance the quality and validity of their assessments. [ABSTRACT FROM AUTHOR]

Rapid advancements in AI technology have led to significant interest in its application across various fields, including medicine and dentistry. This study aimed to assess the capabilities of ChatGPT-4V with image recognition in answering image-based questions from the Japanese National Dental Examination (JNDE) to explore its potential as an educational support tool for dental students. The dataset used questions from the JNDE, which was conducted in January 2023, with a focus on image-related queries. ChatGPT-4V was utilized, and standardized prompts, question texts, and images were input. Data and statistical analyses were conducted using Qlik Sense® and GraphPad Prism. The overall correct response rate of ChatGPT-4V for image-based JNDE questions was 35.0 %. The correct response rates were 57.1 % for compulsory questions, 43.6 % for general questions, and 28.6 % for clinical practical questions. In specialties like Dental Anesthesiology and Endodontics, ChatGPT-4V achieved correct response rates above 70 %, while response rates for Orthodontics and Oral Surgery were lower. A higher number of images in questions was correlated with lower accuracy, suggesting an impact of the number of images on correct and incorrect responses. While innovative, ChatGPT-4V's image recognition feature exhibited limitations, especially in handling image-intensive and complex clinical practical questions, and is not yet fully suitable as an educational support tool for dental students at its current stage. Further technological refinement and re-evaluation with a broader dataset are recommended. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to provide new insights into the relationship between individual characteristics, particularly personality traits and mature students' intention to use (ITU) mobile learning (m-learning). Design/methodology/approach: The research model was constructed by integrating the Big Five personality traits into the unified theory of acceptance and use of technology (UTAUT) model. The data were collected from mature students at a university research center in Macau. Partial least squares structural equation modeling (PLS-SEM) was used to analyze the data and test the proposed hypotheses. Findings: The results reveal that personality traits play a significant role in determining mature students' ITU m-learning technology. In particular, social influence (SI) mediates the relationship between agreeableness (AGB) and ITU. Originality/value: This study examines how personality traits collectively influence mature students' receptiveness and intentions toward m-learning. As mature learners' motivations and preferences remain underexplored, insights into trait-technology links could address current gaps and optimize mobile educational support tailored to their distinct characteristics and needs. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Voces y Silencios is the property of Universidad de los Andes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: This study aims to understand how Southeast Asian American (SEAA) community college students experience community college stigma. Methods: This phenomenological study employs AsianCrit as a framework to examine the realities of SEAA students in community college. Ten SEAA community college students underscore how racialization and community college stigma shape their self-perception and college-making decisions. Results: The findings indicate that SEAA community college students experience community college stigma in distinct ways, as shaped by the racialized contexts in which they experience stereotypes in education and in which their peers, educators, and family members inadvertently or intentionally reinforce this stigma. Contributions: These findings indicate that SEAA students experience racialized community college stigma shaped by their raced and racialized positionings within the Asian American racial category and intersecting with the stigmas of attending community college as Asianized individuals. Implications for practice include faculty exploration of how they reinforce racialized community college stigma, deeper engagement with families to minimize the reinforcement of negative stigmas associated with community college, and creating educational opportunities to support students' meaningmaking and abilities to resist stigmatization. Future research should expand on SEAA students' experiences of community college stigma to include SEAA community college students across different contexts. Additionally, research focusing on specific ethnic populations under the SEAA umbrella experiencing racialized community college stigma is warranted. [ABSTRACT FROM AUTHOR]

This case study examines emerging forms of schooling organised as mixtures of ordinary classrooms and special classes/special schools. In these arrangements, pupils considered to have special educational needs (SEN) can participate in ordinary classrooms together with pupils not considered to have special needs, while at the same time receiving support tailored to meet their needs. The study investigates the administrative rationales and arguments that school and municipal leaders have for creating special educational support between ordinary classes and segregated settings. Furthermore, the study investigates educational potentials, as well as challenges, that school leaders, municipal leaders, teachers, and pupils identify in relation to such intermediary support forms. Data come from Denmark, where such forms of innovative support currently seem to be increasing. This organisation of support offers educational opportunities and potentials and seems to be a way of enhancing the capacity of the ordinary school system to include a more diverse group of pupils. However, intermediary forms face a number of dilemmas and challenges as well. Based on qualitative data, this case study analyses and discusses the educational and organisational aspects of the new ways of organising teaching for pupils with SEN. [ABSTRACT FROM AUTHOR]

This scoping review aimed to map the breadth of available literature, and to understand the barriers and facilitators of return to study and education participation for students with SCI. The authors performed electronic searches of six databases for peer-reviewed articles published in English between January 1990 and March 2021. Key search terms included: spinal cord injury, students, education participation, academic reintegration, and school re-entry. Data charting was used to summarise the study characteristics. Eleven articles addressed the return to study and education participation of students with SCI. These studies used qualitative and quantitative methods and involved participants aged between 10 and 42 years. The findings addressed five main areas: importance of education, participation and performance in education, the physical environment, support network, and strategies for integration. This review shows that there is limited evidence available on this topic, mostly from small scale studies with variable quality. More research is needed to understand how best to support the educational participation and success of students with SCI. Policies targeted to mitigating barriers, including inaccessible environments and curricula, adequate information and supports, are also needed to better facilitate return to study and education participation of students with SCI. [ABSTRACT FROM AUTHOR]

The study conducts a systematic review of relevant literature focusing on equipping educators to provide learning support in education. Electronic databases were searched for articles published from January 2012 to December 2022. This review incorporated nine articles that met the inclusion criteria, which indicates the paucity of international literature on equipping educators through learning support. Four levels of review – namely, identification, screening abstracts, eligibility and inclusion – were employed utilising the extracted findings. Extracted data underwent a descriptive meta‐synthesis incorporating qualitative description of the findings extracted from the included articles. A narrative analysis was conducted on the emerging themes derived from the findings of the included articles. The findings showed a variety of challenges faced by educators in providing learning support within the educational field, particularly in terms of resources, professional development and training programmes, collaboration and communication. This review contributes to the existing body of literature through its focus on equipping educators through learning support. [ABSTRACT FROM AUTHOR]

Teachers' attitudes towards the education of children with autism spectrum disorder (ASD) play a significant part in successfulness of the inclusive education. The goal of the present study was to examine the attitudes of teachers from Bosnia and Herzegovina (BIH) towards the inclusion of students with ASD in general education classes. The sample for this study comprised 105 elementary school teachers (75 females, 30 males) from different parts of BIH. We examined the attitudes in relation to teachers' age, gender, education level, experience in work with children with ASD, self-efficacy, and additional training on ASD. The findings of this study indicate mainly positive attitudes of teachers towards the inclusion of students with ASD. However, at the same time, results reveal a sense of non-competence of teachers in providing educational and behavioural support to students with ASD. Teachers who had ASD training and who felt competent to work with children with ASD had significantly more favourable attitudes than teachers without such training and without a sense of teaching competence. Gender, age, and education level had no significant effect on the teachers' attitudes. Results of this study clearly indicate the need for additional teacher training regarding the education of children with ASD. [ABSTRACT FROM AUTHOR]

Background: Problem‐solving in early and middle childhood is of high relevance for cognitive developmental research and educational support. Previous research on science problem‐solving has focussed on the process and strategies of children handling challenging tasks, but less on providing insights into the cognitive network that enables science problem‐solving. Aims: In this study, we aimed to investigate whether performance in science problem‐solving is mainly determined by domain‐specific rule knowledge, by domain‐general cognitive abilities or both. Methods: In our study, 215 6‐ to 8‐year‐old children completed a set of three domain‐specific rule knowledge tasks and three corresponding problem‐solving tasks that were content‐coherent, as well as a vocabulary task, and a reasoning task. Results: Correlational and regression analyses revealed a negligible impact of domain‐specific rule knowledge on corresponding problem‐solving tasks. In contrast, the associations between problem‐solving performance in different domains and the associations between problem‐solving performance and domain‐general abilities (vocabulary and reasoning) were comparably strong. Conclusions: The findings suggest that science problem‐solving in primary school children primarily relies on domain‐general cognitive abilities. Implications of these findings are discussed with regard to cognitive theories and early science education. [ABSTRACT FROM AUTHOR]

Copyright of Cultura, Ciencia y Deporte is the property of Cultura, Ciencia y Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The increasing attention around cover crops in US agriculture to address many sustainability challenges necessitates targeted educational approaches to support future agriculture professionals. This article describes the process by which a team of educators, with different areas of expertise and from different regions, collaborated to design and implement a multi-university, semester-long, hybrid course titled “Cover Crops in Agroecosystems.” Course development occurred over 2 years during which the format, learning outcomes, as well as synchronized topics and activities were discussed, negotiated, and finalized. The course consisted of weekly pre-recorded lecture videos, in-person labs, and remote synchronous multi-site meetings. An end-of-semester survey administered at six universities in fall 2022 found that students valued the multi-regional dimension of the course, including learning from different instructors and interacting with students from other institutions. The survey also found broad student agreement that learning objectives were achieved, particularly around topics of cover crop agronomy and management. The team’s experience with course development highlights how designing and implementing a multi-university course where students report a quality learning experience is achievable. However, course execution ultimately required considerable effort, more than 2 years of planning, as well as ongoing team discussions and modifications that did not significantly reduce the time needed to prepare a more traditional individual instructor-led course. Course execution also required considerable flexibility in decision-making that aligned with different university constraints, instructor styles, and student needs. This effort and flexibility resulted in a quality student experience on a topic area of importance for advancing sustainable agriculture. [ABSTRACT FROM AUTHOR]

Purpose: The aim of the article is to examine the use of artificial intelligence (AI) in the study process and to assess how it affects the effectiveness of education in the context of agile universities. The key features of an agile university are presented and the ways in which AI technologies support the educational process are discussed. Design/methodology/approach: The research was conducted using a survey method on a sample of 450 students from various universities. Respondents answered questions about the use of AI tools in the learning process, such as translating complex issues, preparing reports, identifying errors, generating new ideas, and creating tests and questions. Findings: (mandatory) Studies have shown that students most often use AI to explain complex issues and generate new ideas. AI tools are also useful in identifying and correcting errors and creating abbreviations and summaries of long texts. AI tools have proven to be less effective in preparing reports and creating tests. Research limitations/implications: Research limitations include the use of the online survey method, which may have reduced the diversity of respondents and limited sample representativeness. Further research could extend the analysis to other forms of education and greater demographic diversity among students. Practical implications: The results of the research can be useful for universities that want to integrate AI technologies into their curricula. They can help identify the most effective applications of AI in education and develop strategies for implementing agile teaching methods. Social implications: The use of AI in education can contribute to improving the quality of education and better preparing students for the requirements of the modern labor market. AI technologies can also support the development of soft skills, such as creativity and problemsolving skills. Originality/value: The article provides a new perspective on the use of artificial intelligence in education, especially in the context of agile universities. It provides practical recommendations for educational institutions and emphasizes the importance of adaptive technologies in the education process. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of generative artificial intelligence (GenAI) in academia is a subjective and hotly debated topic. Currently, there are no agreed guidelines towards the usage of GenAI systems in higher education (HE) and, thus, it is still unclear how to make effective use of the technology for teaching and learning practice. This paper provides an overview of the current state of research on GenAI for teaching and learning in HE. To this end, this study conducted a systematic review of relevant studies indexed by Scopus, using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. The search criteria revealed a total of 625 research papers, of which 355 met the final inclusion criteria. The findings from the review showed the current state and the future trends in documents, citations, document sources/authors, keywords, and co-authorship. The research gaps identified suggest that while some authors have looked at understanding the detection of AI-generated text, it may be beneficial to understand how GenAI can be incorporated into supporting the educational curriculum for assessments, teaching, and learning delivery. Furthermore, there is a need for additional interdisciplinary, multidimensional studies in HE through collaboration. This will strengthen the awareness and understanding of students, tutors, and other stakeholders, which will be instrumental in formulating guidelines, frameworks, and policies for GenAI usage. [ABSTRACT FROM AUTHOR]

This paper presents the software Zermelo Game, a free online game designed to support educational activities related to sets and quantifiers. The presentation of the game is accompanied by pilot tests concerning its application in various contexts: from the beginning of primary school to the end of high school. We will describe the mathematical and educational framework behind the software, how the software works and how it was used during classroom activities. The trial runs suggest some findings which merit future research endeavours. The most important findings, in our view, concern the role of the game in promoting collaborative and reflective processes, i.e., the discussions among students themselves as well as between teachers and students regarding why a certain statement is or is not true. [ABSTRACT FROM AUTHOR]

This study examines the effectiveness of online and face-to-face (F2F) instructional methods in Capstone Senior Design (CSD) projects within Electrical Engineering (EE) and Mechanical Engineering (ME). It explores how each mode influences student success and learning outcomes, addressing the need for adaptable teaching strategies in science, technology, engineering, and mathematics (STEM) education. A comprehensive assessment was conducted, which included project evaluations, advisor feedback, and self-peer reviews. This multifaceted approach aimed to gauge the relative efficacy of online versus F2F modalities in supporting educational outcomes. The findings indicated that both online and F2F modalities achieved parity on several metrics. However, F2F settings significantly enhanced teamwork and collaboration among students. In contrast, online environments excelled in advisor evaluations, suggesting effective mentorship despite less consistent teamwork and project execution. The results emphasize the potential benefits of integrating online and traditional pedagogies to improve educational strategies and student learning experiences. The study highlights the importance of developing online instructional strategies that better mimic the collaborative advantages of F2F instruction. It also underscores the need for a holistic approach to curriculum development to prepare STEM students effectively for future challenges. [ABSTRACT FROM AUTHOR]

Family learning is crucial in forming a child's early years and laying a solid basis for their future growth and development. Children's behavior and learning experiences can be strongly influenced by educational games and music in the home setting, which will ultimately have an impact on how they learn. With a focus on the planned behavior theory, instructional music and games, children's behavior, and environments, this study investigates how family learning affects schoolchildren's learning experiences in China. The current study collected data from school-going children in China, SPSS macros are employed in the data analysis process. A mixed methods technique is used in the research to collect and analyse both qualitative and quantitative data. To collect data at a specified moment, a cross-sectional design is used. The study recognizes the drawbacks of its limited sample size, which may limit generalizability because it exclusively comprises Chinese school-age children. The results of this study add to our knowledge of how family learning affects children's educational experiences by emphasizing the mediating role of children's behavior and the significance of fostering supportive learning settings. Despite the drawbacks, it is advised that future research use larger and more diverse samples, longitudinal designs, and advanced analytical techniques to provide a more thorough understanding of the intricate relationships between family learning, educational interventions, children's behavior, and learning outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Revista Debates is the property of Revista Debates and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study evaluates whether college students change their beliefs about the social, economic, and environmental effects of tourism activities after receiving educational training. In particular, our goal is to examine if economic instruction affects their views about the impacts of cruise tourism development. We conduct an experiment with students majoring in tourism enrolled in a compulsory course on tourism and transport at the University of Las Palmas de Gran Canaria (Spain). We administer a survey before and after the course in three academic years that involve the pre-pandemic and pandemic periods. We find that students become more concerned about the negative impacts of cruise tourism, with significant shifts in their agreement with the environmental externalities and price surges associated with cruise tourism. Furthermore, they become more supportive of the setting of a tourism tax per passenger, but agree less with the idea that governments should economically incentivise the arrival of more ships. [ABSTRACT FROM AUTHOR]

Copyright of Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Australia's higher education sector has seen substantial developments in equity and inclusivity as a result of initiatives which work to improve the numbers and experiences of students from a wide diversity of backgrounds. This practice report shares learnings from a recent national project about the impacts of a wide range of access and equity programs and services, shedding light on effective strategies throughout the student life cycle. The study, known as the Critical Interventions Framework Part 3 (CIF 3), analysed published studies which provide details about the impact of initiatives, highlightingthe mechanisms which have enabled students to gain access to and succeed in higher education. The focus here is on a key outcome of the CIF 3, the updated Equity Initiatives Framework (EIF), designed for utility as a quick reference guide to aid equity practitioners and others working to support students in their educational endeavours. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores how lighting can be employed as a visual language to enhance communication between the space and its users and develop a design framework for educational spaces. A primary school is used as a case study to apply the proposed design framework. The study focuses on lighting interventions in existing educational spaces to support daily schedules and transitions between activities. In this context, electric light is used as an indicator, highlighting the daily schedule and activities in the space. A theoretical approach is used as a foundation for establishing the design framework that leads to lighting proposals based on the specific spatial characteristics of each study. The outcome is a design solution based on the dominant spatial elements that define the space's identity and function. The study focuses on educational spaces and lighting for peripheral vision while considering pupils' visual and spatial development. The proposal has the role of an additional light layer that signals transitions in terms of activities or spatial mobility. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To keep up with technological advances and macro-economic trends, higher education has increasingly focused on developing students' employability competences through mentoring programs. However, measuring the effectiveness of such mentoring programs has remained difficult, because many mentoring measurements are not validated or grounded in theory. Furthermore, existing questionnaires have mostly focused on one or two types of support, ignoring the wide variety of support types offered by a mentor. Therefore, the current study's aim was to develop and validate a new questionnaire measuring various types of mentoring support. Based on a systematic literature review, a 35-item questionnaire was developed and data were collected from mentoring programs at four higher education institutions. Data were analyzed through exploratory factor analysis (n = 225), confirmatory factor analysis (n = 208), and cross-validation (n = 101). The results support a 6-factor model (21 items) that is statistically valid and reliable for use in universities (of applied sciences). The model includes the following factors, referring to types of support and their features: trust and availability, emotional support, networking support, autonomy support, similarity, and empathy. This questionnaire makes an original contribution insofar as (1) it is based on a sound, theoretical framework, and (2) it was demonstrated to be valid and reliable across different sub-populations in higher education. The questionnaire provides educational practitioners with a sound and valid tool to evaluate the quality of their mentoring program. It can also be used to assess what types of support could be offered to a greater extent. [ABSTRACT FROM AUTHOR]