Keyword: STEM

ABSTRACT: This review addresses the growing integration of technology in education by examining the role of Mentimeter, a student response system (SRS), in enhancing teaching and learning. The study aims to consolidate existing research to provide insights into Mentimeter’s impact on educational practices, identifying both its advantages and limitations and offering guidance for its effective use in diverse learning environments. A systematic review of 40 peer-reviewed studies published between 2010 and 2023 was conducted using thematic analysis. The studies were selected through extensive searches across six electronic databases, employing predefined inclusion and exclusion criteria. Data extraction and analysis focused on identifying recurring themes and patterns related to the use of Mentimeter in various educational settings. The review reveals that Mentimeter enhances student engagement, encourages collaboration, and boosts participation through its interactive and anonymous response features. It supports active learning and facilitates real-time formative assessment, making it a valuable tool for both in-person and online teaching. However, challenges such as technical issues, costs, and the need for training and ethical guidelines were also identified. The findings suggest that integrating Mentimeter into teaching practices can improve learning experiences by bringing interactivity and engagement. Educators are encouraged to explore innovative applications of the tool while addressing its limitations. Future research should focus on its long-term impact, applications in remote and hybrid learning environments, and comparative evaluations with other SRS.

ABSTRACT: In deep northeast Brazil, pedagogical actions, educational practices, and socioemotional development are at a crossroad. The return to in-person classes after the COVID-19 pandemic was marked by reports of emotional crises, where cases of anxiety and depression prevailed among students. Therefore, this study aimed to analyze the dynamic and creative process of pedagogical actions and perceived students’ socioemotional development with teachers working in Itabaiana, a small city 60 kilometers off the coast, in Sergipe state’s backlands. This is a region that has lived with social, economic, and political problems for centuries. The methodology was qualitative and divided into two stages. The first stage consisted of three 90-minute art-education workshops with two groups of ten teachers, where Vygotsky’s mediation was an essential component. In the second stage, individual semi-structured interviews were conducted. The data collected in the workshops indicated that reading, whether on psychological topics or other areas of knowledge, is not part of teachers’ daily lives. Paradoxically, participants also demonstrated a strong need for these readings. They also revealed that thinking of the classroom as a zone of proximal development is still a distant reality. This phenomenon is associated with the lack of adequate training on psychology topics in teacher training and the absence of psychologists in schools. This lack of knowledge was also present in the interviews. Of these, three categories emerged as crucial: (a) pedagogical actions in the post-pandemic; (b) knowledge of psychology; and (c) socioemotional development of students. Results showed that pedagogical actions in the post-pandemic marked by readaptation and by an intense emotional burden and socioemotional development of students were perceived as negative emotions. Opportunities for progress are limited to private conversations undertaken without assistance from psychology professionals. Although this study was done with a limited number of
participants, the results point to two recommendations to policymakers: (a) bring psychology closer to schools and (b) provide extensive training in socioemotional development for teachers who work in public schools. These recommendations are of paramount importance for the future of Brazil.

ABSTRACT: In recent years, it has been argued that for compensating children’s difficulties in school achievement their underlying cognitive and learning strengths and weaknesses should be considered. This requires a different approach to evaluating children’s difficulties in school learning, which should include not only their school achievement but also the underlying cognitive abilities or aptitudes. The aim of this study was to examine if underachievement or low language school achievement of children from low socioeconomic status families can be predicted by their learning and language aptitude. One hundred and ten 10–12 years old primary school students from the area of Macedonia, Greece, were assessed with a psychometric standardized learning aptitude test (DTLA-4) and a psychometric standardized language aptitude test LaTo Level II. Their language school achievement was assessed with an informal language test based on the school curriculum. Research findings indicated that both learning and language aptitude may predict students’ oral and written language achievement. More specifically, general mental and language aptitude significantly predicted total language school achievement (p = 0.006 and p = 0.000), the receptive language system significantly predicted reading comprehension achievement (p = 0.000), the organization language system significantly predicted argumentative achievement (p = 0.002), the expressive language system significantly predicted written expression achievement (p = 0.002), the semantic language modality significantly predicted written expression achievement (p = 0.005), and the morphological language modality significantly predicted syntax and spelling achievement (p = 0.001 and p = 0.004). Recommendations highlight the importance of students’ difficulties early identification and the critical role of school-based evaluation teams.

ABSTRACT: Concern continues to grow over the changing nature of work that initially formed a “new normal” within higher education institutions resulting from the COVID-19 pandemic. This situation is now being further impacted by subsequent economic and political
challenges in the sector, which in turn shifts the workplace towards an even “newer normal”. The purpose of this article is to (1) methodically and logically review the extant literature and research linking the influence of the COVID-19 pandemic to the organizational culture of higher education institutions in the United Kingdom (UK), and (2) based on a bibliometric analysis, to offer a road map for further empirical research in the future. Researchers have found that changing workplace norms, such as remote and hybrid working and other forms of flexibility in approaches to learning and the availability of delivery modes, have become increasingly common, which has changed the nature of working practices and underpinning aspects of organizational culture. Therefore, it now appears opportune to update existing knowledge on organizational culture theory within the UK higher education context to support policy development and enhance workplace practices in the post-COVID-19 period. From a theoretical perspective, this article contributes to organizational culture literature by assimilating a dataset of nascent studies generated through keyword search on Clarivate Analytics Web of Science that have examined the impact of COVID-19 on organizational culture in UK higher education institutions. This emergent dataset was analyzed using VOS Viewer, with the results of subsequent quantitative bibliometric analysis identifying the main existing research fronts as well as potential research directions for the empirical development of organizational culture. Based on this bibliometric analysis, the main suggested future research agendas that need to be addressed linked to organizational culture in the UK higher education sector in the post-COVID period are as follows: (a) to further examine changing cultural norms and expectations; (b) hybrid approaches to working; (c) academic identity; and (d) organizational culture and the changing psychological contract. Such research is important as the UK higher education sector now progresses towards an even “newer normal”.

ABSTRACT: Artificial intelligence (AI) has advanced rapidly in recent years and has become widely integrated across various fields, including education. This paper seeks to provide a comprehensive examination of the current state of AI in education by exploring its potential to revolutionize learning experiences through personalized approaches and data-driven multifaceted tools, while also highlighting important challenges that require consideration to ensure its responsible development and implementation. AI shows great promise to personalize instruction for each student based on assessments of their individual strengths, weaknesses, interests, and learning preferences. However, several challenges still necessitate careful examination of AI’s implications on education. Issues like algorithmic bias, the digital divide between socioeconomic groups, and concerns around reduced critical thinking skills all require addressing. If not developed and applied judiciously with these challenges in mind, AI risks exacerbating rather than alleviating existing inequities and hindering the cultivation of higher-order cognitive abilities. Through a comprehensive review of the relevant literature regarding AI’s current and potential roles in education, this paper identifies several key considerations around learning outcomes, challenges, and implications. Findings from interpretative structural modeling analysis also reveal the importance of balancing AI capabilities with safeguarding against potential downsides like those mentioned above. It is imperative that AI integration in education is approached responsibly with an understanding of both its promise and risks to learning to ensure its successful and equitable implementation for all students.

ABSTRACT: This study conducts a systematic literature review to examine the potential of post-positivism and critical realism as epistemological frameworks for enhancing educational research. By employing a rigorous methodology that involves explicit inclusion and exclusion criteria, comprehensive data extraction, and thematic analysis, the study synthesizes existing literature to elucidate the theoretical foundations and methodological implications of these paradigms. The originality of this research lies in its focused exploration of how these frameworks can address the current limitations in educational inquiry, particularly regarding the need for a deeper understanding of causal mechanisms and contextual influences. The findings underscore the significance of clarifying epistemological assumptions, adopting methodological pluralism, and promoting reflexivity in educational research. Additionally, the study provides practical recommendations for researchers seeking to apply these frameworks in their work effectively. By bridging the existing knowledge gap, this research aims to inspire future investigations and foster deeper insights into the complexities of educational contexts.

ABSTRACT: This study investigates the integration of inclusive learning spaces in educational ecosystems, inspired by architect Rosan Bosch, to enhance entrepreneurship and inclusion in higher education. The concept of “ecosystem” is crucial in fostering environments where students, including those with disabilities, can thrive. Using the HomeByMe application, a design is proposed for implementing these spaces in educational institutions. Literature emphasizes the importance of involving diverse stakeholders and using ICT management to promote creativity, cooperation, and effective communication. In Ecuador, inclusion in higher education is a priority, driven by global and national organizations advocating for diversity. The research employs a qualitative approach, utilizing participant observation and interviews to explore learning ecologies and inclusion. Results demonstrate that learning ecosystems foster entrepreneurial skills such as problem solving and critical thinking. The study recommends that higher education institutions integrate social dimensions into their policies, use technology for personalized learning, and encourage collaboration among diverse student groups. These efforts aim to create equitable educational opportunities, addressing socio-economic and cultural barriers while promoting an entrepreneurial mindset through interactive and challenging content.

ABSTRACT: ver the past decade, the growth in generative artificial intelligence (GenAI) is reshaping and changing how we interact, learn, and work and is likely to bring ongoing change in the future. However, current educational understandings, frameworks, and models concerning digital technologies and digital literacies are remaining relatively static and hierarchical and do not adequately accommodate GenAI’s unique learning capabilities, creative potential, and agency. In this conceptual article, we use critical dialogic inquiry and employ ecological thinking using the notion of symbiosis and posthuman perspectives to explore and speculate about the nature of GenAI and its potential impact on educators and learners. We offer a new way of conceptualizing human relationships with GenAI, which we call “symbi(AI)tic understandings.” Symbi(AI)tic understandings acknowledge the evolving and contextual relationships between partners: from balanced mutualism to one-sided commensalism to potentially harmful parasitism. Thus, we position human–GenAI relationships as part of change futures in which there are complex associations between technology and human endeavor. These understandings aim to foster more nuanced ways of being with and thinking about technology: ways which are vital for educators and learners as they transition into an era of education with AI.

ABSTRACT: Online collaborative conversation is one of the crucial approaches to promote students’ collaborative skills and cognitive development. Students’ social roles in collaborative learning have a key impact on the process of collaborative learning activities and the
development of students’ cognition. What are the differences in the cognitive structures and processes between rotated-role and fixedrole in students’ groups? This paper explored this question by empirical research. The results of epistemic network analysis showed that the rotated-role groups had more high-level cognition and more complex cognitive structure, while the fixed-role groups had more management activities. In the rotated-role groups, the leaders can better mobilize the atmosphere, organize, and coordinate the cognitive processes of the team, to contribute more to the collaborative conversations. The cognitive depth and efficiency of fixed-role groups significantly decreased over time. These imply that in online collaborative conversation activities, role-rotation can be used to promote higher-order cognitive development, and fixed role can be used to improve management efficiency. Teachers should encourage team leaders to take on more cognitive activity organization and coordination tasks in online collaborative conversation activities. In the later stages of online collaborative conversation activities, teachers should strengthen intervention and support for fixed social role groups.

ABSTRACT: This article shares what Swedish preschool teachers are working with in the field of early childhood education for sustainable development (ESD) as emerged in talks with their children, aged two to five years. The tasks carried out as the basis for the present
analyses were informal child talks about a topic related to sustainability that the teachers and children had worked with in practice. The teachers themselves chose what content to talk about. The 200 teachers participated in the Swedish research and development program Sustainable Preschool. The aim of the present study was to make visible the content of teacher-child talks about sustainable development in early childhood education. The research question is as follows: What content areas do teachers communicate about with children 2–5 years of age related to ESD? The teacher-child talks were initiated by the teachers, but through the use of interpretative content analysis the children’s voices were also made visible. The main result is narratives about the content, the most common topics being recycling, growing plants and animals, areas which have long been common topics in Swedish preschools. For many preschools, however, the talks show an integration of transformative and transactional perspectives in how the content was handled together with the children. ESD in early education in Sweden is no longer dominated by the environmental dimension, as earlier content studies have shown; a new common content relates to the UN Sustainable Development Goal 4.7 regarding sustainable lifestyles and human rights, and sustainability is a long process, founded in empowerment, action competence, and changed policy.

ABSTRACT: Tests or examinations are an essential part of education, creating test anxiety among students. Several studies identified a negative correlation between test anxiety and Science, Technology, Engineering, and Mathematics (STEM) students’ academic performance in higher education, and female students in STEM subjects showed more test anxiety before and during an examination. Studies also identified that STEM students could pay less attention to their examinations due to test anxiety. Such evidence in the context of Bangladeshi universities is yet to be understood. This study investigated the level of test anxiety among Bangladeshi university students of STEM subjects, including gender differences and the relationship between test anxiety and academic performance. We considered the quantitative research design to understand the status of test anxiety among undergraduate STEM students. A survey was conducted online from two STEM departments of a private university in Bangladesh using the shorter version of the CAEX test anxiety instrument, and a total of 246 undergraduate students participated. The findings show that Bangladeshi undergraduate STEM students generally felt slight anxiety during or before the examination. Female students were more anxious before or during a test than male students, and no significant relationship was found between test anxiety and academic achievement. The study reflects the need to conduct further research to understand the physiological, cognitive, and psychological factors leading to test anxiety among university students, as well as establishes a demand to identify the reasons behind having no relationship between test anxiety and students’ academic performance.

ABSTRACT: With the increasing inclusion of STEM activities across the K–12 curriculum, it is vital for educators to understand barriers and resistance to learning each of the elements of STEM: science, technology, engineering, and math. Anxiety and self-efficacy for students and teachers have been identified as causes of STEM avoidance; however, this research is not distributed evenly across the elements. Therefore, this study documents potential causes for anxiety of each element, followed by a scoping review for each element of STEM-focused teacher anxiety, one of the major causes of STEM anxiety. The scoping review was guided by PRISMA standards and completed twice: once in Educational Resources Information Center and once in Scopus, with results demonstrating 94%–100% inter-rater reliability. It was found that causes of anxiety differ between the elements, and the scoping review revealed: (1) research on engineering anxiety and i-STEM or integrated STEM is lacking in comparison to the other elements, (2) the term “anxiety” is more established in reference to math than to the other elements, (3) technology appears in research as a tool more often than an area of research, and (4) the timeline of publication dates varies between the elements of STEM. These differences point to the need for more research in the underrepresented elements to develop intervention methods for teachers in order to reduce student attrition rates in STEM education.