Abstract: Indonesian apple farming faces complex sustainability challenges with a gap in studies on the relationship between learning, knowledge and sustainability. The phenomenon of significant decline in the Tutur-Pasuruan apple farming centre with only 20-30% remaining, emphasises the importance of a deep understanding of farmers' social learning processes as the foundation of sustainable agriculture. The research objectives were to identify social learning methods and farmers' knowledge areas, analyse their impact on sustainability, and explore the interconnect-edness of these three aspects. A qualitative approach with a transcendental phenomenological design involved 19 informants with various characteristics. Data were collected through in-depth interviews, direct observation, and secondary documentation, with validity through source and method triangulation. Colaizzi's seven-step analysis supported by NVivo 12 Plus for coding and theme identification. The research identified 11 groups of social learning methods. Hands-on experiential learning (15.14%) was the most dominant. Knowledge areas covered 60 specific areas in 11 categories, with farm management, cultivation practices, and soil nutrient management as the highest proportion (15.87%). Sustainability impacts represent multidimensional transfor-mations in interrelated economic, environmental, social, and innovation aspects. The sustaina-bility of apple farming requires the integration of social learning methods with applied knowledge. Knowledge-sharing platforms, collaborative research, and policies that support sus-tainable practices can strengthen sustainability outcomes.

Abstract: Teaching self-efficacy refers to a teacher’s confidence in their ability to engage students and foster learning, directly influencing their instructional planning, strategies, and student assessment practices. Neuroscience education for teachers has been shown to increase enthusiasm and support professional growth by introducing essential brain-related principles. This study investigated whether prior exposure to neuroscience predicts teaching self-efficacy among Brazilian Basic Education teachers. A total of 1,120 teachers completed online surveys, providing sociodemographic information, educational background, teaching experience, and data regarding their previous neuroscience exposure. Participants' neuroscience knowledge was assessed through a questionnaire designed to measure familiarity with fundamental neuroscience concepts, and teaching self-efficacy was evaluated using the Teacher Sense of Efficacy Scale (TSES). Results indicated that teachers with prior exposure to extracurricular neuroscience courses demonstrated significantly higher neuroscience knowledge. Additionally, those with previous neuroscience exposure exhibited a marginally significant increase in self-efficacy for instructional strategies and a significant increase in classroom management, while no significant differences were observed in student engagement. Regression analyses confirmed that neuroscience exposure significantly predicted self-efficacy in instructional strategies and classroom management. These findings reinforce the connection between neuroscience education and enhanced teaching self-efficacy, underscoring the importance of neuroeducation programs as valuable tools for supporting teachers’ professional development and well-being.

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The rapid advancements in Artificial Intelligence-Generated Content (AIGC) technology have positioned AIGC-driven Personalized learning as a critical pathway for advancing educational sustainability, particularly in addressing inclusiveness, equity, and quality. This study examines the mechanisms and challenges of AIGC applications in Chinese higher education through a mixed-methods approach combining systematic literature review and empirical analysis. Leveraging the SWOT framework and Analytic Hierarchy Process (AHP) with 928 valid student questionnaires, we establish a multi-criteria decision-making framework to evaluate strategic priorities and operational risks.

Abstract: Taking effective breaks during a study session is crucial for maintaining high levels of performance, especially in self-regulated learning settings in which students are required to plan their study tasks themselves. However, research on effective break-taking in self-regulated learning settings is limited. This study investigates the effect of Pomodoro, Flowtime, and Self-regulated breaks on subjective study experiences, task completion, and flow in a 2-hour study session. The sample consisted of 94 University students. The participants participated in an online intervention in which they were instructed on how to take breaks in an authentic study session. In the Self-regulated break condition (n=25) students decided for themselves when and how long to take a break. In the Pomodoro condition (n= 36) students took 5-minute breaks after every 25 minutes of studying. In the Flowtime group (n=33) participants decided themselves when to take a break however, the duration of the break was determined based on how long they studied. Results showed that Flowtime breaks led to a slower increase in fatigue compared to the other conditions. No difference between the break-taking techniques has been identified for motivation and productivity levels, task completion, and flow state. Future research should focus on investigating these break techniques further by including variables like personality and mental effort measures.

Abstract: This quantitative study investigates the effects of virtual reality immersion on enhancing scientific habits of mind (critical and creative thinking) through the mediation of flow experience, motivation and self-regulation in high school biology classes in East Jerusalem. The random stratified sample consisted of (347) high school students from 3 different schools who learnt biology concepts constructively during the first semester using VR-based instruction complying with the Cognitive Affective Model of Immersive Learning (CAMIL). The results of PLS-SEM revealed that VRI significantly affected critical and creative thinking directly and indirectly. Cases of partial and full mediation intervened, showing the effects of mediators on enhancing habits of mind, through a sequence of mediation flowing from flow experience through motivation to self-regulation which functioned as a key intermediary factor in the relationship between virtual reality immersion and habits of mind. Based on the results of the study, the complex structure needs more future investigation. Results of the study suggested that VRI’s impact on critical and creative thinking was intensified through the mediation effects. In addition, the findings confirm that FE and MT play essential roles in fostering a conducive learning environment that supports cognitive skill development. Results highlighted that enhancement of SR is a necessary step for the enhancement of critical and creative thinking. The study recommends integrating VRI in teaching biology to enhance students’ higher order thinking skills. Further studies on Self-Regulation should explore adaptive interventions that strengthen self-regulatory strategies to maximize the cognitive benefits of VRI.

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Recent research highlights the need for a more systematic examination of how variations in computer science (CS) access, school context, and student composition interact to shape CS participation and pathways over time. This study addresses this gap by analyzing longitudinal data tracking CS course participation among three cohorts of high school students at six large suburban schools in the northeastern United States. Despite these schools consistently offering multiple CS courses throughout the study period, our analyses reveal that access alone does not translate into participation. While overall CS participation rates varied significantly across schools, the increases between successive cohorts were more stable across schools, typically ranging from six to nine percentage points. However, these gains were neither substantial enough to approach universal participation, nor sufficient to close existing participation gaps. Although the sample size limits broad generalizability, our cohort-centered approach provides a nuanced perspective that accounts for the dynamic shifts within schools’ CS education ecosystems - factors that often obscure trends in traditional longitudinal analyses. Moreover, the consistency of our findings across multiple school contexts underscores the value of such analyses in capturing the complex interplay of access, participation, persistence, and success in CS education.

Abstract: Despite the growing acknowledgement of interactional competence (IC) in speaking tests, there has been teachers’ uncertainty about their views on and understanding of IC assessment, especially when the rapid incorporation of online tests in tertiary institutions is involved. The way IC has been long-conceptualised and how teachers rate IC in speaking tests, therefore, might have to be revisited and viewed with a critical eye to be suited to new circumstances. To fill these two gaps, a qualitative study was conducted at a university in Vietnam to explore EFL teachers’ understanding of IC and IC assessment in videoconferencing speaking tests in the context of transforming from face-to-face to virtual learning. Semi-structured interviews were conducted with five teachers who were involved in the assessment of Zoom-based dialogues between second-year English majors. Thematic analysis of the interviews show that the teachers had their own definitions and conceptualisations of IC features, had several misconceptions of IC and found it challenging to assess IC in the videoconferencing test as the IC features they observed in face-to-face and Zoom-based tests were not entirely the same. The teacher participants also reported to mainly employ Questions and responses, Asking for clarification, Cooperating, Turn-taking, and Body language while never or minimally utilising Planning, Compensating, and Monitoring and Repair. These findings offer insights into context-specific videoconferencing-based assessment of speaking competence and provide useful information for teacher training as well as the incorporation of IC into assessment scales.

Abstract: The COVID-19 pandemic posed unprecedented challenges to education globally, forcing educators to rethink traditional pedagogical practices and swiftly adapt to remote learning environments. In the Philippines, this shift highlighted the limitations of conventional English Language Teaching (ELT) approaches, urging the need for innovative and flexible strategies. This study explores the innovative and best ELT practices for college students in the Philippines in the post-pandemic context, focusing on practices that address the evolving needs of learners in a rapidly changing educational landscape. Using qualitative content analysis of scholarly articles, journals, policy papers, and reports, the research identifies key trends, including the emphasis on understanding learners’ needs, creating engaging learning environments, enhancing communication skills, integrating cultural awareness, and utilizing technology and multimedia resources. The study also highlights the importance of providing timely feedback, promoting learner autonomy, and fostering ongoing professional development. These practices align with established ELT frameworks such as Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and the Integrated Technological and Theoretical Language Learning Model (ITTLaLeM). The findings reveal that post-pandemic ELT must be adaptive, student-centered, and technology-integrated, prioritizing innovation to meet the needs of both students and educators. The study concludes with actionable recommendations for educators and policymakers to ensure that ELT practices in the Philippines remain relevant, inclusive, and effective in preparing students for future challenges.

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As climate change continues to impact Sierra Leone, integrating indigenous knowledge systems (IKS) into climate education offers a culturally responsive approach to sustainability. This paper explores a framework for embedding traditional ecological knowledge (TEK) within secondary school curricula to enhance students' understanding of climate resilience. Drawing on decolonizing education principles, this study highlights the significance of local environmental wisdom, examines pedagogical strategies for integration, and discusses the challenges and benefits of merging indigenous and scientific knowledge. Collaborative action research with local communities and elders will inform the curriculum design, ensuring alignment with both cultural values and contemporary climate science.

Abstract: This paper develops a Model for Educational Technology Adoption for Developing Countries (ETADC). Existing models lack education-specific factors and fail to consider local contexts which limits their applicability in Developing Countries (DCs). The ETADC model addresses gaps by integrating foundational theories with local and educational factors within the Technological Pedagogical Content Knowledge (TPACK) framework that empowers educators to create meaningful teaching-learning experiences that prepare students for a tech-driven world. The study aims to create a model tailored for DCs and validate the model’s superiority, and generalizability across varied educational settings. The ETADC framework includes six components—four sourced from established theories and two based on research into the experiences of in-service and pre-service teachers in DCs regarding educational technology adoption. These components formulate an appropriate model for evaluating, identifying, and implementing educational technologies within DCs educational context. Validation through meta-analysis and Two-Stage Structural Equation Modeling applied in R studio using data from 30 high-impact studies (N = 8934) confirmed the model’s effectiveness with a strong statistical fit, high explanatory power, and significant path coefficients. ETADC offers a practical guide for adopting educational technology worldwide, particularly in resource-restricted environments. Using the model, some educational technologies have been evaluated for further adoption.

Abstract: Developing youth’s technical and Information and Communication Technology skills is an SDG 4 targets (4.4.), while the use of online educational material is a promoted tool to implement SDGs-related measures. This study is a case study exploring the complex role of ICT in teaching social sciences at a higher education institution using a blend of quantitative and qualitative research methods. Employing Urie Bronfenbrenner’s ecological systems theory, the research investigates how digital tools impact students' academic performance across three courses with varying levels of ICT integration. The study evaluates students' digital skills, compares the effectiveness of ICT-based and traditional teaching methods, and analyses how these methods influence the students' comprehension and performance of the subject matter. The findings revealed that while certain ICT skills and competencies enhance students’ academic performance, students value ICT tools differently depending on both the course’s subject matter and their own digital competencies. The research also highlights the importance of teachers' ability to blend ICT and non-ICT activities effectively to enhance students' understanding. The study contributes to the ongoing discourse on ICT in education, emphasising the need for a more nuanced, multi-layered approach to understanding the intersection between technology and education, particularly in non-technical fields like social sciences.

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Background: Physical education teacher (PET) competences are crucial for developing students’ physical literacy. To support holistic student growth and lifelong physical activity, teachers need skills like using fitness monitoring as an educational tool. This study aimed to create an instrument to evaluate teachers’ competencies essential for promoting physical literacy through fitness monitoring.; Methods: A Delphi study with 30 experts from 26 countries established content validity. Pilot testing on 339 PETs across Europe assessed psychometric characteristics using exploratory factor analysis and Cronbach’s Alpha.; Results: The Delphi study identified 13 core competencies, but construct validation revealed 7 dimensions: 1) Supporting cognitive learning, 2) Encouraging positive feedback and learning climate, 3) Understanding of fitness concept, 4) Emotional support, 5) Planning, 6) Understanding of physical literacy concept, 7) Explaining learning objectives. Thus, the final instrument, FitBack PET competency questionnaire, was designed with 27 items covering 7 competencies. The instrument exhibited high reliability, with Cronbach’s alpha exceeding 0.7 for 6 factors and the intraclass correlation coefficient of 0.94 for test-retest.; Conclusions: The instrument’s development was successful, demonstrating high validity and reliability. The final version is publicly available, providing a practical tool for teacher training programs.

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The objective of the study was to document an experience of training community environmental leaders in the context of sustainable development in localities surrounding the Chautengo Lagoon, Guerrero, Mexico. Specifically, we explored the epistemological, theoretical, deontological, and pedagogical-didactic components that must be considered when designing a training process for community environmental leaders in rural contexts. A mixed, descriptive, transversal approach was used to articulate scientific knowledge with local knowledge. Twelve semi-structured interviews identified potential environmental leaders, while 19 surveys assessed training needs. Subsequently, a tailored capacity-building program was designed, implemented, and evaluated, which assessed empirical knowledge of communities and sustainable practices. A total of 19 leaders with organizational and mobilization skills were trained, successfully engaging 1,500 people in an environmental cleanup campaign. The program covered key topics such as sustainable development management, environmental education for sustainability, and local governance, resulting in the formation of an environmental advocacy committee. Participants rated the program positively for its design (90%), content, materials, facilitator performance (71%), and duration (67%). This study contributes to the understanding of community environmental leadership in Latin America highlighting the value of local knowledge as a tool for environmental governance and sustainable social change. Our findings suggest that strengthening community leadership with participatory methodologies can improve environmental awareness, community resilience, and long-term ecological conservation. The program can be replicated in vulnerable communities in other contexts and positively impact local governance.

Abstract: Introduction. The integration of Generative Artificial Intelligence (GAI) in education is revolutionizing teaching methods, particularly in the training of healthcare professionals by facilitating simulations of complex clinical cases. However, challenges arise, such as information inaccuracy, which can lead to biased decisions. Objectives and Method. This study examines Spanish universities' policies regarding GAI use and evaluates the accuracy of responses from ChatGPT 3.5 in simple tasks. Results. Findings indicate that while university policies promote clarity and transparency in GAI use, they lack mechanisms to ensure that students verify the accuracy of the responses. Conclusions. GAI has the potential to enhance training in healthcare professions, but it is essential to address ethical and social challenges to ensure it complements rather than replaces practical training and/or dehumanise the treatment of the person.

Abstract: Evidence-based and theory-informed interventions focusing on parents of children with disabilities in low-income countries are scarce. This study examined the feasibility of Tiyanjane, a 12-week pilot intervention developed to promote parental involvement in the education of children with disabilities in Malawi. A mixed-method approach was employed based on five aspects of Bowen's feasibility framework: acceptability, demand, implementation, practicality, and limited efficacy. Twenty-one participants (13 caregivers, four teachers, and four local leaders) participated in the study. Standardised measures, namely the Parent and Family Adjustment Scale (PAFAS) and the Multidimensional Scale of Perceived Social Support (MSPSS), were employed to evaluate changes in parental practices, adjustments, and perceived social support. Qualitative data were collected through focus groups and in-depth interviews, to assess the feasibility of the intervention. Tiyanjane showed promise in promoting parental involvement in the education of children with disabilities. The intervention demonstrated high fidelity, achieving 100% retention, and 95% attendance. Local resources, commitment from participants and facilitators, and strong family school-community ties enabled the practicality and execution of the intervention. Significant improvements were observed in the PAFAS and MSPSS scores across the assessed post-intervention outcomes. Minor logistical issues including resource and implementation challenges were reported. Tiyanjane was feasible for the facilitators and participants in the Malawian context. Further studies are needed to assess the programme’s adaptation, integration, and expansion in other contexts before scaling up.

Abstract: This study explores the challenges of providing special education needs (SEN) education in impoverished regions of China. It proposes a hybrid education model that combines traditional and online education to address these challenges. In this hybrid model, traditional face-to-face education dominates, and online education exists as a supplementary tool. This study focuses on teachers' perspectives, aiming to improve the educational environment for students with special needs. Qualitative research methods, specifically semistructured interviews, were employed to collect data. A total of six special education teachers participated in the interviews. This study employed thematic analysis to categorize the data, resulting in the identification of six themes through the generalization of the coding of textual content. Among the six themes examined, poverty emerged as the most influential factor affecting online education. The findings indicate that the hybrid education model performs well in addressing the identified challenges.

Abstract: In recent years, Virtual Reality (VR) has emerged as a pivotal technology in the field of education, offering immersive and interactive experiences that have the potential to significantly enhance teaching and learning processes. However, for educational designers, teachers, and lecturers who lack advanced information technology skills—particularly in areas such as artificial intelligence programming—identifying and evaluating suitable VR applications can be a complex and labor-intensive endeavor. This paper aims to provide an action-oriented overview of commercially available VR solutions relevant to the educational sector. The overview synthesizes critical information that would otherwise necessitate an extensive and fragmented search across various online platforms. This paper does not intend to present a comprehensive overview of all VR providers and applications. Rather, it serves as an initial guide, offering key insights for educational designers at the beginning of their projects. By structuring the initial research phase, it facilitates informed decision-making in the integration of VR technologies in educational contexts.

Abstract: This study investigates how ABCD technologies can improve learning assessments in higher education. The objective is to research how students perceive things, plan their behavior, and how ABCD technologies affect individual learning, academic integrity, co-learning, and trust in the assessment. Through a quantitative research design, survey responses were gathered from university students, and statistical tests, such as correlation and regression, were used to establish relationships between Perceived Usefulness (PU), Perceived Ease of Use (PEU), and Behavioral Intention (BI) towards ABCD adoption. The results showed that there was no significant relationship between PU, PEU, and BI, which suggests that students' attitudes, institutional policies, faculty support, and infrastructure matter more in adoption than institutional policies, faculty support, and infrastructure. While students recognize ABCD's efficiency and security benefits, fairness, ease of use, and engagement issues limit their adoption of these technologies. The research adds to Technology Acceptance Model (TAM) and Constructivist Learning Theory (CLT) by emphasizing external drivers of technology adoption. The limitations are based on self-reported data and one institutional sample. It is suggested that universities invest in faculty development, infrastructure, and policy-making to facilitate effective and ethical use of ABCD technologies in higher education.

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This study applies the "Flow Theory" and the "Extended Technology Acceptance Model" (ETAM) to examine the effectiveness of virtual reality (VR) immersive learning in vocational high schools (VHS), focusing on hairdressing education. It investigates how ETAM influences students' learning attitudes and the sustainability of vocational training. The research involved 1,190 students from three VHS in Nantou and Changhua, Taiwan, who participated in "VR Basic Hairstyling Design" and "VR Bridal Styling" courses. Data were analyzed using SPSS 22.0 and Smart PLS. Key findings include: (1) ETAM's path coefficients were significant, confirming its validity for VHS; (2) Students' "perceived usefulness" and "perceived ease of use" significantly impacted their "attitude towards use" of VR learning; (3) "Flow experience" significantly influenced "attitude towards use" and "behavioral intention"; (4) "Flow experience" partially mediated the relationship between "perceived usefulness" and "attitude towards use." These results highlight ETAM's applicability in VR hairdressing education and demonstrate that innovative VR teaching positively contributes to the sustainable development of vocational beauty education.

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This research compares teachers' and students' opinions on the use of artificial intelligence (AI) in education. The paper explores the potential benefits of AI, such as personalizing learning and increasing efficiency, along with ethical and practical concerns. The study collected data through a questionnaire administered to 184 participants mainly active in the Campania Region, Italy. The results show an openness to AI as a support tool, but with reservations about replacing human teachers and traditional teaching materials. The analysis highlights the need for a balanced approach that values the human role and considers the ethical implications of AI in the education of the future. The research contributes to a better understanding of how industry actors perceive AI, highlighting the importance of its conscious and responsible integration.