Abstract: Cultural heritage can contribute to urban resilience by supporting education that builds stewardship and civic agency. This study evaluates whether the Art Nouveau Path, an outdoor mobile augmented reality heritage game in Aveiro, Portugal, can serve as a curriculum-aligned pathway for urban resilience and sustainability competences in formal education. A curriculum translation matrix mapped eight points of interest and 36 tasks to Portugal’s curricular frameworks, Education for Sustainability themes, and GreenComp competences, and was examined as a design artefact to support adoption and scalability. Empirical evidence comprised accompanying teachers’ in-field observations (T2-OBS; N = 24 across 18 sessions) and students’ post-activity survey data (S2-POST; N = 439), including open-ended narratives. Narratives were analyzed using a directed resilience-mechanism codebook, with high intercoder agreement (Krippendorff’s alpha = 0.91). Teachers reported very high willingness to participate again (M = 5.75/6, SD = 0.44) and perceived contribution to sustainability competences (M = 5.08/6, SD = 0.72), while observing frequent care for public space and heritage (83.33%). Students strongly endorsed learning Education for Sustainability through local heritage (98.41%). By foregrounding curriculum translation and mechanism-based narrative analysis, the study contributes an adoption-oriented model for scaling heritage-based mobile learning within urban resilience agendas.

Abstract:

Learning is fundamentally human, even as Artificial Intelligence (AI) challenges human exclusivity. AI, along with Virtual Reality (VR), emerges as a powerful tool that is set to transform higher education, the institutional embodiment of this pursuit at its highest level. These technologies offer the potential not to replace the human factor, but to enhance our ability to create more adaptive, immersive, and truly human-centric learning experiences, aligning powerfully with the emerging vision of Education 5.0, which emphasizes ethical, collaborative learning ecosystems. This research maps how AI and VR tools act as a disruptive force, examining additionally their capabilities and limitations. Moreover, it explores how AI and VR interact to overcome traditional pedagogy's constraints, fostering environments where technology serves human learning goals. Employing a comprehensive two-month audit of over 60 AI, VR, and AI-VR hybrid tools, the study assesses their functionalities and properties such as technical complexity, cost structures, integration capabilities, and compliance with ethical standards. Findings reveal that AI and VR systems provide significant opportunities for the future of education by providing personalized and captivating environments that encourage experiential learning and improve student motivation across disciplines. Nonetheless, numerous challenges limit widespread adoption, such as advanced infrastructure requirements and strategic planning. By articulating a structured evaluative framework and highlighting emerging trends, this paper provides practical guidance for educational stakeholders seeking to select and implement AI and VR tools in higher education.

Abstract: Conventional teaching methods in biology often result in student disinterest and difficulty in understanding complex concepts, leading to limited long-term retention. This study addresses this issue by comparing the effectiveness of gamification with traditional teaching methods among Grade 10 Biology students using a quasi-experimental design. The intervention group experienced gamified learning, while the conventional group received standard lecture-based instruction. Results showed that the gamification group achieved significantly higher retention scores (mean = 57.29) compared to the conventional group (mean = 37.62), with statistical significance (p = 0.00). The mean scores of intervention group increased notably from pre-test to post-test by 22.58 points and further improved by 12.33 points from post-test to retention test, both with moderate effect sizes (Cohen’s d = 0.69). Students reported that gamification made learning more enjoyable and engaging, which enhanced their focus, motivation, and confidence. Additionally, gamified lessons promoted better social interaction and collaboration among students. These findings provide evidence that gamification not only improves direct learning outcomes but also supports retention and a more motivating learning environment. The study recommends integrating gamified elements thoughtfully into biology instruction to enhance student engagement, motivation, and academic performance while ensuring alignment with curriculum goals and equitable access to technology.

Abstract:

The use of Virtual Reality as a replacement for, or augmentation to, traditional flight simulators has gained significant attention in both academia and industry. The use of new technology or techniques in the training of pilots, including in flight simulation, requires careful evaluation of the success of transferring required skills. In order that the efficacy of a Virtual Reality flight simulator could be evaluated, in terms of its capacity to transfer several basic flying skills, a quasi-transfer study has been completed. A quasi-experimental, separate-sample pretest-posttest design was employed, with the ability to perform straight and level flight, and turning, within a set pattern being assessed. Results indicate a significant improvement in flight performance between pretest and posttest, with a large positive effect size (g = 0.946). The findings indicate that Virtual Reality flight simulators are effective for the training of basic flight skills during the initial stages of pilot training. However, several observed limitations of the technology require further research.

Abstract: The Daily Move (TDMo) is a modified version of The Daily Mile, developed in previous research [1], that provides children greater choice in activities during participation. This study evaluated a teachers-led implementation of TDMo, aiming to assess its sustainability within primary schools. Teachers (N = 60) implemented TDMo with their classes for two 5-week blocks across two school semesters. Data were collected via questionnaires administered at the start and end of each block (Time 1 to Time 4), aligned with the RE-AIM framework’s effectiveness, adoption, implementation, and maintenance elements. Two teacher focus groups (n = 6) and one child focus group (aged 8-9 years; n = 6) were conducted at Time 4. TDMo was perceived to positively impact multiple health metrics across timepoints, including physical fitness (agreement decreased from 92-84%), movement proficiency (agreement increased from 84.6-96.2%), and attention and concentration (agreement decreased from 96.2-92.3%). Teachers reported all children responded positively to its adoption (100%). Children’s involvement in game selection increased significantly from Block One to Block Two (p = 0.01). The main implementation barriers were curriculum demands (agreement de-creased from 80-72%) and inclement weather (agreement increased from 50% to 53.8%). Most teachers intended to sustain their implementation of TDMo (96.2%). The diverse and novel design of TDMo offers potential holistic health benefits and supports long-term sustainability. The variety of physical activity appears to enhance children’s enjoyment and encourage teachers’ sustained implementation. Aligning government policies to formally incorporate movement breaks within the curriculum may further support sustainability by reducing curriculum-related pressures.

Abstract: This article presents the development and validation process of a qualitative data collection instrument aimed at analysing Natural Sciences teachers’ perceptions of practical work in lower secondary education (third cycle) in Portugal. The methodological approach combined a systematic literature review following PRISMA guidelines with an analysis of relevant curricular frameworks and legal documents. Based on the triangulation of these sources, a semi-structured interview guide was constructed, validated by a panel of five experts from four Portuguese public universities, and tested through a pilot interview. The final instrument comprises seven dimensions and fourteen subdimensions, totalling 44 items. It demonstrated methodological rigour and practical applicability for qualitative data collection and analysis. Findings indicate that the instrument enables a comprehensive exploration of teachers’ practices and perceptions regarding practical work, offering a valuable contribution to the research on didactics of science and to the professional development of teachers.

Abstract: The use of virtual reality for pilot flight training, whether as a stand-alone device, or to augment or replace a conventional simulator, has gained significant attention in recent years. The primary purported benefit of virtual reality is its increased ability to achieve immersion of the trainee, which has particular benefits for visuospatial awareness. This benefit of the technology would appear to offer little advantage in the training of instrument-flying skills, where only the aircraft’s instrumentation needs to be accurately rendered in order that the status of the ownship can be known. However, given the wide-scale intention toward the adoption of the technology, it is likely that instrument flight training will be one of its uses at flight schools. In order that the effectiveness of the VR Simulator can be evaluated, for instrument flight training, a quasi-randomised separate-sample pretest–posttest design study was completed. The ability of this low-cost VR simulator to transfer the flying skills required to conduct an ILS approach, after establishment on approach, was evaluated with 44 participants. Results indicate significant improvement in participants’ flying skills based on operational (r_rb = 0.508) and synthetic (g = 0.844) performance metrics. The findings indicate that the VR simulator appears effective for the training of these skills, and that the immersion and presence are not detrimental, even when the primary focus is the instrument panel. The idea that VR is an effective tool for training instrument flight skills has not previously been demonstrated. Due consideration must, however, be given to the context of this study and the noted limitations of the VR technology.

Abstract: Background: Self-awareness is a core developmental competence that supports psy-chological adjustment, resilience, and adaptive functioning during late adolescence and emerging adulthood, a period characterized by identity exploration, academic demands, and increasing social responsibility. Strengthening domains such as self-esteem, stress management, emotional regulation, and positive thinking may re-duce vulnerability to psychosocial difficulties during this critical life stage. Methods: This study evaluated the effectiveness of the self-awareness module of UNICEF’s Basic Life Skills Training Program (BLSTP) using a randomized controlled design. Sixty Pa-kistani university students aged 18–24 years were randomly assigned to an experi-mental group or a waitlist control group. The intervention targeted four self-awareness subdomains through structured group sessions. Standardized measures were adminis-tered at pre-test, post-test, and follow-up. Data were analyzed using descriptive statis-tics, t-tests, chi-square tests, and repeated-measures ANOVA. Results: Compared to controls, participants in the experimental group showed significant improvements in self-esteem, stress management, emotional regulation, and positive thinking. Large ef-fect sizes were observed (partial η² = 0.46–0.84), and gains were maintained at fol-low-up, indicating sustained intervention effects. Conclusions: The BLSTP self-awareness module appears to be an effective and culturally appropriate preven-tive intervention for enhancing key psychosocial competencies in late adolescents and young adults. Its integration into educational and community-based youth programs may support resilience, adaptive coping, and psychosocial well-being among Pakistani adolescents and emerging adults.

Abstract: The COVID-19 pandemic intensified faculty emotional labor as instructors were expected to sustain learning while responding to students’ grief, isolation, and uncertainty. Educa-tional leadership educators occupy a distinctive role as mentors and models for current and aspiring PK–12 and higher education leaders. Using a secondary phenomenological analysis, we reanalyzed de-identified Zoom interview transcripts (2022) from nine U.S. educational leadership educators (seven women; four educators of color) originally col-lected to examine caring pedagogies. Guided by Hochschild’s emotional labor theory and feminist care ethics, with particular attention to Tronto’s political theory of care, we con-ducted a theoretically informed thematic analysis focused on caring expectations, role boundaries, and well-being. Findings highlight five interrelated themes: serving as an “anchor” during crisis; blurred instructional–counseling roles and invisible care work; gendered and racialized expectations of availability; competing care obligations across work and home; and boundary-setting as resistance and sustainability. Participants de-scribed deep relational commitments to students alongside exhaustion, role strain, and frustration with institutional cultures that assumed limitless capacity to care without re-ciprocal support. Emotional labor in leadership education should be recognized as central leadership work, and sustainable cultures of care require systemic policies that redistrib-ute and resource care labor.

Abstract: In this article, the authors analyse the socio-ecological prototype as a model for transforming traditional educational approaches. Innovative technologies and open interaction are becoming increasingly important, even in conventional crafts training. Recent research also suggests that integrating cultural heritage, home learning, and open spaces into educational programs can strengthen and empower communities' self-awareness. The authors' findings are rooted in Urie Bronfenbrenner's (1979) ecological systems theory, a dynamic concept that has transformed our understanding of personality development. This theory suggests that each personality fluid construct evolves through the interaction between the individual and their environment. This environment, as Bronfenbrenner's theory proposes, is not a static backdrop but a dynamic system of relationships and environments, each with its unique impact on the individual.

Abstract: Creativity and technology have each become central to contemporary education, yet scholarship examining their intersection has developed across diverse disciplines, cre-ating a need for integrative perspectives. This review examines how digital technologies mediate creative possibility and practice in educational contexts, tracing the evolution from physical and analog tools through networked systems to contemporary generative technologies. Drawing on sociocultural theories of creativity and affordance theory, the review explores how each technological era has reshaped both creative practice and participation structures. The contemporary landscape encompasses networked platforms enabling participatory creativity, physical-digital tools supporting embodied making, and generative AI systems challenging traditional notions of creative authorship. Critical tensions emerge around defining and assessing creativity in digital contexts, addressing equity and access barriers, and navigating institutional pressures that simultaneously demand innovation and standardization. Implications point toward pedagogical ap-proaches emphasizing distributed creativity, teacher education grounded in crea-tive-technological experience, policy frameworks providing coherent guidance beyond rhetoric, and research attending to equity and practice-based knowledge. The co-evolution of creativity and technology continues, with education's challenge being to participate purposefully in shaping technologies and practices toward equitable and humanizing ends.

Abstract: The rapid expansion of artificial intelligence (AI) and digitalization in contemporary ed-ucation has reshaped global debates on sustainable education, often emphasizing effi-ciency, personalization, and technological innovation. However, this transformation has coincided with increasing technologization and commodification of education, raising critical questions about whether AI-driven education can genuinely support sustainability as a value-based and human-centered project. This study examines sustainable education in the age of artificial intelligence and digitalization through a value-critical analytical ap-proach grounded in a conceptual distinction between sustainable education, sustainabil-ity in education, and education for sustainable development. Methodologically, the article adopts a qualitative critical analysis of contemporary literature and policy-oriented de-bates to assess the ethical, social, and educational implications of AI integration. The analysis reveals a dual and context-dependent impact of AI on sustainable education: while AI can enhance educational quality, access, and personalization in well-resourced and well-governed contexts, it may also intensify educational inequalities, reinforce the commodification of knowledge, undermine academic integrity, and marginalize the hu-man dimension of education under market-driven and weakly regulated conditions. These challenges are particularly evident in culturally and religiously grounded educa-tional contexts, where AI reshapes epistemic authority and educational meaning. The study concludes that achieving sustainable education in the digital age depends not on AI adoption per se, but on reframing AI and digitalization within a coherent ethical and val-ue-based framework that subordinates technology to educational aims, social justice, and human dignity.

Abstract: Background: The rapid adoption of generative artificial intelligence (AI) tools in higher education has prompted growing interest in students’ digital and AI literacy, ethical awareness, and perceptions of institutional readiness. Recent reviews of the evidence indicate that while student use of AI tools is increasing, levels of understanding, confidence, and access to guidance remain uneven across higher education contexts (Dos, 2025; Zhai et al., 2024). Methods: A cross-sectional quantitative survey was conducted among higher education students (N = 85) using an anonymous online questionnaire. The instrument assessed students’ self-reported AI literacy and self-efficacy, frequency of AI tool use, and perceived readiness of students and institutions to use AI in higher education. Descriptive statistics and internal consistency analyses were performed. Results: Students reported moderate overall AI literacy and self-efficacy (M = 3.55 on a 5-point scale), with strong internal consistency across items (Cronbach’s α = .84; McDonald’s ω = .88). Confidence in judging appropriate versus inappropriate AI use was higher than confidence in accessing support or improving AI outputs through prompting. AI tool use was widespread but heterogeneous, with 55.3% of respondents reporting daily or weekly use. A substantial proportion of students selected “Cannot decide / No experience yet” (30.6% for the readiness comparison item) when evaluating institutional readiness, indicating notable uncertainty regarding institutional AI preparedness. Conclusions: The findings suggest that student engagement with AI in higher education is characterised by moderate confidence, uneven practical support, and limited clarity regarding institutional readiness, consistent with prior research (Dodds et al., 2024; Dos, 2025; Zhai et al., 2024). The results highlight the importance of transparent communication, accessible guidance, and inclusive AI literacy development to support responsible AI use from the student perspective.

Abstract: For years the “Sage-on-the-Stage,” characterized by teacher-cantered lectures and passive students listening, has been the dominant form in education. In contrast, the constructivist ideal of the "Guide-on-the-Side," who is a facilitator rather than an instructor in active student-learning, has been challenged by pragmatic and scalability issues. This paper argues that educational technology (EdTech) is the key enabler for the transformation of this pedagogical logic into systemic practice. We show how certain EdTech features are changing the teacher’s role and what happens in the classroom. We explore four enabling transformative processes linked with EdTech: (1) the mechanisms through which basic knowledge acquisition is automated (e.g. flipped learning); (2) personalized, adaptive learning options; (3) collaborative learning through digital learning networks; and (4) real-time, user-cantered information for educators. Together these are driving three evident changes: the reconfiguration of physical classrooms into flexible learning spaces, the shifting teacher expertise that aligns more with guidance and data-driven coaching, and a notable increase in student agency. This “silent revolution” demonstrates that the definitive contribution of EdTech is not in digitizing traditional pedagogy, but in humanizing pedagogy – technology, by automating their mass and scale tasks, releases educators to engage in their deeply human work of crafting meaningful learning experiences and mentoring students in ways that help identify each students’ own potential.

Abstract: This paper seeks to consider the impact of increased accountability on the professional identity of academics in British Higher Education and consequently the implications for Academic Professionalism. It explores and interrogates how the context of professional practice and the conditions of academic work are affected and changing. The manuscript discusses in detail the main challenges facing professionals in higher education and how the notions of trust and of autonomy and academic freedom are contested and challenged. I argue that the widespread changes challenge the traditional notion of academic professionalism and result both in the de-professionalisation and the re-professionalisation of the academic. The concept of a new academic professionalism is examined, drawing upon perspectives from the relevant literature. I conclude by suggesting a twofold action, the rethinking and reshaping of accountability together with a redefinition of academic professionalism. The manuscript draws upon theoretical perspectives, the relevant literature and my own practical experience from my professional environment.

Abstract: Prior research has consistently shown that students’ SAT scores are influenced by factors beyond academic ability, including socioeconomic background and ethnicity. This study employed aggregated school-level data from Massachusetts and New York City (NYC) to assess the quantitative relationships between average SAT scores and school-level demographics and interventions. The assessment aims to help regional and national education policymakers identify factors related to school academic merits and devise inclusive and effective ways to promote educational equality. Three analytical methods, multiple linear regression, relaxed Least Absolute Shrinkage and Selection Operator (LASSO), and decision trees, were conducted sequentially to decipher the complex relationships among variables. The analysis showed that schools with high percentages of Black, Hispanic, and low-income students tend to have lower average scores than schools with high percentages of White, Asian, and well-off students. Moreover, socioeconomic disadvantage is the most powerful and consistent predictor of lower SAT scores, with race and good academic preparation (i.e., percent attending college) functioning as secondary influences. The results indicate that SAT score disparities reflect structural inequities, and more SAT preparation resources are needed at schools with higher percentages of Black, Hispanic, and low-income students to level the playing field in SAT testing.

Abstract: Integrating excellent traditional Chinese culture into children's picture books not only enhances cultural identity but also promotes the comprehensive development of children's cognitive, emotional, and aesthetic abilities. This study analyzes the content of 120 children's picture books and conducts in-depth interviews with 15 preschool teachers to identify issues in the integration of traditional Chinese culture into these books, including themes, type adaptation, implementation pathways, and media forms. The study further explores the core contradictions in this integration: the misalignment between cultural perception and cognitive schemas, the imbalance between creative logic and educational efficacy, the systemic rupture between thematic fields and interconnected networks, and the overreach of media representation and meaning transformation. Based on these findings, four optimization pathways are proposed: (1) innovative mechanisms for repairing cultural symbols and replanting values, (2) dynamic adaptation between creative supply and cognitive demand, (3) restructuring of mechanisms for educational empowerment and collaborative consensus, and (4) system reengineering of media repair and modal coordination. These measures aim to achieve the deep inheritance of traditional Chinese culture in children's picture books and improve educational outcomes.

Abstract: The corona-virus outbreak in early 2020 accelerated the global shift to hybrid education. Little is known about the sustainability of this shift in specific pedagogic areas, such as hybrid classroom management, in emerging economies. This paper aimed to assess the sustainability of this shift by evaluating the hybrid classroom management skills of Liberian junior and high school teachers following the COVID-19 pandemic. Using a Hermeneutic Phenomenological Design (HPD), data were collected from twenty-six educators through 26 interview sessions. A Reflexive Thematic Analysis (RTA) was used, which revealed significant gaps, particularly inadequate digital infrastructure, the lack of structured official digital programs in schools for practical implementation, and insufficient professional development programs for teachers. Based on their professional experiences, the educators recommended the following: a clear Ministry of Education policy on hybrid learning, as well as substantial improvements to digital infrastructure, internet, and power supply. The results highlight crucial elements to raise teacher quality and sustainability in teacher education, offer recommendations for the creation of modern methods, and give policymakers in Liberia and other developing nations useful information about the current situation. By so doing, this paper also advances the discussion on real-world applications of Sustainable Development Goal (SDG4) for quality education in emerging economies.

Abstract:

This study aimed to develop a comprehensive model for optimizing cultural events within the education sector through a sequential exploratory mixed-methods design. In the qualitative phase, grounded theory using Glaser’s emergent approach was applied via semi-structured interviews with purposively sampled planning and policymaking managers, school principals, educational counselors, and students, leading to the identification of five core constructs: cultural governance (strategy orientation, goal orientation, and unified decision-making), design and content (needs orientation, diversification, personalization, timing, and standardization), context and infrastructure (school structure redesign, actor empowerment, student networking, and school cultural economy), motivation and enhancement (motivation building, intelligent rewards, sustainable support, awareness raising, media engagement, and evaluation), and participation and implementation (cultural guidance, student responsibility delegation, alignment with educational life, and talent mapping). Subsequently, in the quantitative phase, a researcher-developed questionnaire was administered to 276 managers and 263 educational counselors (determined via Cochran’s formula), and second-order confirmatory factor analysis within structural equation modeling confirmed that these components collectively account for a substantial proportion of the variance in the optimization of cultural events. The proposed model offers practical implications for enhancing the efficiency, relevance, and impact of cultural programming in educational settings.

Abstract: This study investigates the impact of the Collaborative Quantum Learning Model (CQLM) on teaching self-efficacy, relational trust, and student learning outcomes in elementary school settings. The research employed a quasi-experimental pretest-posttest design with control and experimental groups. Participants consisted of recent elementary education graduates with less than two years of teaching experience working in Tehran province schools. From the Ministry of Education's reported total of 13,154 eligible teachers, researchers selected 265 novice educators from Districts 10 and 11 of Tehran for initial screening. Through random assignment, 40 teachers were divided equally into experimental and control groups following baseline assessments of self-efficacy and relational trust. The experimental group participated in an 8-week CQLM intervention totaling 48 instructional hours. Three primary measurement instruments were utilized: the Teaching Self-Efficacy Scale (Tschannen-Moran & Hoy, 2001), the School Relational Trust Survey (Bryk, 2002), and standardized academic performance tests in mathematics, science, and Persian language. Analysis revealed statistically significant improvements in the experimental group for both teaching self-efficacy (F=10.96, p<.05) and relational trust (F=7.56, p<.05). However, no significant effect was observed on student learning outcomes (F=0.60, p=.44). Participant feedback indicated strong approval for the CQLM approach, with many teachers requesting program continuation. The model's effectiveness appeared linked to its alignment with professional development needs, innovative delivery methods, carefully selected content, and developmental approach to learning concepts.