روانشناسی تربیتی

This study examines how peer learning, mentoring, and alumni engagement jointly relate to student employability, using bibliometric and thematic analysis of 117 peer-reviewed articles indexed in Scopus (2010–2025). Publications increased markedly after 2019, reflecting growing scholarly interest in this area. Three interdependent thematic clusters emerged: peer learning as a foundation for teaching and learning practice; mentoring and experiential learning as supports for post-graduation career development; and alumni relations as a bridge between universities and workplaces. Based on these patterns, the study proposes a developmental ecosystem model of employability integrating pedagogy, relationships, and experiential learning, and suggests management education is shifting toward experiential, network-based approaches.

There is growing research interest in how adult education can better respond to an increasingly diverse student population as part of realising inclusive education. However, less attention has been given to practice oriented perspectives that examine how inclusion is enacted as a dynamic, situated process in everyday teaching. This study examines how teachers navigate the challenges involved in shaping inclusive adult education in Swedish municipal adult education (SMAE), drawing on the theory of practice architectures. Qualitative survey data were collected from teachers in eight SMAE institutions. The findings show that teachers encounter challenges embedded in cultural-discursive, material-economic, and social-political arrangements within a marketised system. These arrangements both enable and constrain their efforts to realise inclusive education. Teachers respond by adopting different strategies, ranging from disengagement and workaround solutions to market responsive and professionally accountable approaches, illustrating the uneven conditions shaping inclusive practice.

The article provides a theoretical analysis of the problem of implementing project activity in the educational process of primary school. The latest publications on the problem are studied and a discussion of scientists on the analysis of such categories as "project activity", "project method", "interactive interaction", "project skills and abilities" is presented. The particularities of the functioning of project activity from a psychological and pedagogical perspective are determined. It is stated that the specified activity is implemented in the course of introducing the “project method” into the educational process, which is defined by scientists in different ways: as a specific practice of teachers' work aimed at forming a certain system of intellectual and practical skills in students; as a comprehensive teaching method; as a pedagogical technology; as a learning system. It is noted that the definition of the project method as a comprehensive teaching method is based on its vision as a set of methodological techniques of a exploratory nature aimed at achieving a certain educational goal. It is stated that in the course of project activity, the project skills of primary school teachers are developed, which include the following: to carry out prospective planning of strategic, tactical and operational tasks and methods of solution; to foresee possible options for solving a system of pedagogical tasks; to outline the results that need to be achieved in the course of performing a particular work; to set and to implement the goals of independent work. It is determined that forming project activity of younger schoolchildren proceeds in several stages: first they get acquainted with a new type of activity, realizing its content; then they master it in a partial format; finally, they independently develop educational projects. The prospects for further scientific explorations are identified as a research into practical ways of implementing the project activity of younger schoolchildren by using innovative digital tools.

While research into inclusivity and dyslexia, a neurodevelopmental condition affecting language learning, has gained greater attention, multilevel stakeholders’ perspectives across both public schools and teacher education programs remain underexplored. Addressing this gap, this study adapts the broader UNESCO Policy Review Framework as a lens for investigating dyslexia-friendly inclusive practices among ELT stakeholders, including in-service teachers, school administrators, teacher educators, and university administrators in the Riau Islands, Indonesia. Utilizing a mixed-methods research design, this study gathered data through questionnaires, classroom observations, and semi-structured interviews. Subsequently, data were analyzed via descriptive statistics and thematic analysis. Results revealed limited awareness of dyslexia and inclusive education, alongside misconceptions and reliance on special schools. Although inclusive practices were evident (mainly differentiated instruction), specific support for students with dyslexia remained unaddressed. Despite inclusion being viewed positively and mandated within the education system, its implementation remained weak. The study offers implications for systemic reform, suggesting that ELT stakeholders enhance their inclusive practices through training and developing inclusive institutional management. Additionally, teacher education institutions should pursue curricular adjustments to incorporate dyslexia-friendly inclusive practices.

The present study explores police cadets’ perceptions of the Psychology course within their training context. The sample consisted of 111 first-year cadets who completed a structured questionnaire including subscales measuring attitudes toward the course, perceived professional usefulness, contribution to personal development, content evaluation, level of understanding, and comparative evaluation with other courses. The findings indicate a moderate to positive overall attitude, with particularly strong recognition of the course’s professional relevance. However, lower levels of intrinsic motivation and perceived contribution to personal development were observed. The course content was evaluated as contemporary, relevant, and appropriately demanding, although it did not strongly engage students’ interest. A key finding of the study is the clear preference for more interactive and experiential teaching methods, which appear crucial for enhancing student engagement and learning outcomes. Overall, while the Psychology course is acknowledged as an essential component of police education, the results highlight the need for a pedagogical redesign focusing on applied learning and active participation.

This study investigated the relationship between Senior High School mathematics teachers’ epistemological knowledge and mathematical discourse practices, examined differences based on selected profile variables, and determined the predictive influence of epistemological knowledge on discourse practices. Employing a descriptive-correlational research design, the study involved 43 Senior High School mathematics teachers from 13 public secondary schools in the Schools Division of Lipa City, selected through total population sampling. Data were gathered using two researcher-developed instruments: the Epistemological Knowledge in Mathematics Questionnaire (EKMQ) and the Mathematical Discourse Practices Questionnaire (MDPQ), both subjected to expert validation and reliability testing. Following ethical research protocols, questionnaires were administered online. Data were analyzed using descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), Pearson product-moment correlation, and simple linear regression. Findings revealed that teachers demonstrated a high extent of epistemological knowledge and highly practiced mathematical discourse in classroom instruction. No significant differences in epistemological knowledge were observed based on ancillary roles, while mathematical discourse practices differed significantly according to the number of mathematics-related trainings and seminars attended. Furthermore, a strong positive relationship existed between epistemological knowledge and mathematical discourse practices, with epistemological knowledge significantly predicting discourse practices. These findings emphasized the importance of strengthening teachers’ understanding of mathematical knowledge and promoting meaningful classroom communication. Consequently, the Mathematical Discourse Enhancement Program (MDEP) was developed as a research-based professional development initiative designed to enhance teachers’ epistemological knowledge, improve mathematical discourse practices, and support effective mathematics instruction through targeted professional learning opportunities and continuous instructional improvement.

This study aimed to investigate the effectiveness of a training program based on constructivist theory in improving the pedagogical competencies of female digital skills teachers. To achieve this aim, a quasi-experimental approach was employed with a sample of 20 female digital skills teachers. A pedagogical competency test was developed, and its validity and reliability were established. The findings revealed statistically significant differences at the significance level of α ≤ 0.05 between the mean post-test scores of the experimental and control groups in the dimension of subject-matter knowledge, attributable to the training program. Statistically significant differences were also found between the two groups’ mean post-test scores in the dimension of knowledge of students’ characteristics and educational needs, attributable to the training program. Finally, the results indicated statistically significant differences between the two groups’ mean post-test scores in the dimension of pedagogical knowledge, attributable to the training program. The study offered several recommendations, most notably incorporating constructivist theory-based training programs into teachers’ professional development across different disciplines because of their role in improving knowledge of instructional content, students’ characteristics and educational needs, and teaching principles and strategies. It also recommended providing specialized training programs in teaching methods and strategies, with particular emphasis on training teachers to select the most appropriate instructional strategy according to the nature and characteristics of their students.

This article examines ethics education in schools in the light of three converging processes: the expansion of Comprehensive Sexuality Education (CSE), human rights education, and the growing importance of digital environments in everyday life. It argues that Ethics Education goes beyond the transmission of values and involves issues of justice, participation, care, and recognition. Drawing on recent literature, the article analyzes both the contributions and tensions surrounding CSE as well as the challenges posed by digital citizenship. It concludes that schools currently require a broader political-pedagogical horizon to address these issues in an integrated manner.

This study examined teachers' readiness, attitudes, challenges, lived experiences, and assessed effectiveness of the Academic Recovery and Accessible Learning (ARAL) Program in the Division of Bohol during School Year 2026–2027 as a basis for a comprehensive action plan. Anchored in program implementation, reading readiness, constructivist, and sociocultural learning perspectives, the study employed an explanatory sequential mixed-method design involving 277 Grade 7 ARAL teachers from 129 public secondary schools. Data were collected using a validated researcher-developed questionnaire and semi-structured interviews and analyzed through descriptive statistics, multiple regression, and thematic analysis. Findings revealed high teacher readiness (M = 3.16), highly favorable attitudes (M = 3.22), highly encountered challenges (M = 2.88), and highly assessed program effectiveness (M = 3.08). Regression analysis showed that readiness, attitudes, and challenges significantly predicted assessed effectiveness (R² = 0.643, p < .001), explaining 64.3% of its variance, with attitudes emerging as the strongest predictor. Teachers reported challenges involving limited instructional time, inadequate resources, additional workloads, irregular learner attendance, and insufficient parental support. Qualitative findings highlighted differentiated instruction, diagnostic assessment, collaboration, and adaptive teaching practices as coping mechanisms. The study concluded that teacher preparedness, positive attitudes, and effective challenge management were essential to ARAL implementation. It recommended continuous professional development, adequate resources, flexible scheduling, stronger stakeholder collaboration, and regular monitoring. The study supported Sustainable Development Goal 4 (Quality Education) and SDG 17 (Partnerships for the Goals) by promoting equitable learning recovery and collaborative educational interventions. Its sustainability contribution emphasized institutional capacity building, educational continuity, and strengthened stakeholder participation for long-term program implementation.

Despite global advances in digital pedagogy, structured professional development that integrates technology into martial arts instruction remains scarce. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, this explanatory sequential mixed-methods study examined the self-described TPACK proficiency of Wushu teachers and the specific proficiency gaps they experience in practice. A researcher-developed questionnaire was administered to a random sample of Wushu teachers, and ten of them were subsequently interviewed. Quantitative findings indicate that teachers are generally proficient across all three TPACK domains (overall M = 2.98, SD = 0.26), with Content Knowledge ranking highest (M = 3.01) and Technological Knowledge lowest (M = 2.96). Qualitative findings, however, revealed three concrete gaps: limited use of mobile and wearable technologies, absence of standardized tools for performance assessment, and inadequate understanding of biomechanics and physical conditioning principles. The study concludes that Wushu teachers possess strong mastery of technique and instructional strategy but require targeted development in technology integration, objective assessment, and the science of movement. A four-module ITM-Wushu (Integrated TPACK Training Model for Wushu Teachers) is proposed to address these gaps. Implications for teacher education and suggestions for future research are discussed.

The article examines the concept of democratic behavior skills as an integral system of personal qualities that help individuals socialize, build partnerships within society, communicate without aggression, pressure, or humiliation, resolve conflicts constructively, establish peaceful relationships, and take responsibility for their decisions. Attention is drawn to the relevance of this issue, as under the current conditions of democratic transformations in Ukrainian society, globalization processes, and information challenges, focusing on the education of young people is a strategic task of the state. Ukrainian society needs citizens who embrace democratic values, are active and responsible, respect the rule of law, think critically, hold strong civic positions, and are culturally educated. It is specified that democratic behavior skills are a component of the model of civic competencies that should be developed from primary school age. By making use of the sensitive developmental periods of younger schoolchildren, educators can lay the foundations of communication and behavioral culture, and related qualities. The educational potential of the integrated course «IEW» is analyzed, with particular emphasis on its social content strand. From Grades 1 to 4, the curriculum includes topics aimed at developing the child’s personality as an active member of society, capable of responsible behavior, partnership and cooperation, respect, tolerance, and empathy. It is emphasized that primary school students do not merely become familiar with concepts such as «citizen», «state», «rights», «responsibilities», and «accountability». Through learner-centered, activity-based approaches, they gain experience in democratic interaction across various activities. Discussions of problematic situations and collective decision-making contribute to the development of democratic behavior skills. It is emphasized that the use of practice-oriented methodologies in teaching the integrated course “I Explore the World” contributes to the development of primary education students’ conscious understanding of social processes and their ability to critically analyze information, which is particularly important for fostering democratic behavior skills. The practical significance of the study lies in the potential to apply the proposed methodological approaches to the educational activities of general secondary and higher education institutions.

The diversity present in schools is a reality that demands pedagogical practices that areincreasingly sensitive to the singularities of both subjects and committed to promoting equityInthis sense, the present article intents to discuss the contributions of literary literature as a bookin multiformat Jean and the party across cultures, aiming for an inclusive and accessible practice.Therefore, it aims to reflect, from the Brazilian legislation, or directly to everyone in reading,to understand the books in multiformats with the resource of augmentative and alternativecommunication and to present some accessible literary reading strategies. Methodologically, itis a qualitative approach, of an applied nature, configuring itself as a bibliographic review. Theresults demonstrate that accessible reading strategies are promoted even by considering thediversity and needs of students. This approach does not only enrich or learn, but also strengthenssocial ties, making literary reading an accessible and transformative experience for all.

This article examines the curricular articulation of the Teaching Practice Unit (Práctica Docente, PD) in three Higher Institutes of Teacher Education (ISFD), managed by the Province of Córdoba (Argentina). It is organized around three analytical levels -horizontal, vertical and inter-institutional- and it draws on a qualitative, descriptive-interpretive study: documentary analysis, interviews with two members of the provincial curriculum team and five school principals, and a survey of nine PD instructors. Results show specific devices for horizontal articulation (integrative workshops and seminars), vertical articulation (spiral progression and complementary regulations), and a relationship with partner schools that participants themselves describe as still developing. Limitations, including the absence of partner schools' voices, and the relation to recent provincial curricular changes are discussed.

Although classical poetry is central to Chinese language education, how poetry learning is linked to writing development has rarely been characterized empirically. This one-year longitudinal study followed 1,920 students in Grades 3–6 from 48 classes in 12 primary schools across four waves and applied a four-level growth model (measurement occasions nested within students, students within classes, and classes within schools). The cognitive load components were indexed provisionally by NASA-TLX subscales, and results that depend on their distinction are interpreted as preliminary. Eight confirmatory tests were controlled with the Holm procedure and all remaining analyses were reported as exploratory with Benjamini-Hochberg control; a random-intercept cross-lagged panel model examined within-person lagged associations, which inform rather than establish the ordering of the modeled associations; and the 12-school highest level was examined with leave-one-school-out refits, a wild cluster bootstrap, prior sensitivity analyses, a school fixed-effects model, and a calibrated Monte Carlo simulation. Intrinsic (β = −0.41) and extraneous (β = −0.49) cognitive load were negatively and germane cognitive load (β = 0.45) positively associated with writing ability (Holm-adjusted p < .001), and schema construction, imagery processing, and emotional resonance carried statistical indirect associations totaling 0.587 (76.2% of the total association). The interaction of teaching method with cognitive load ( γ = 0.47, Holm-adjusted p = .011) was retained under all small-cluster sensitivity analyses, whereas the interactions with grade and class environment were exploratory and the school-level variance component was imprecisely estimated, and writing ability followed a mildly decelerating quadratic trajectory ( π 2 = −0.17 points per wave², Holm-adjusted p < .001). With imputation, centering, model reselection, refitting, and BLUP computation confined to the training folds, prediction for new students in the sampled classes and schools reached R 2 = 0.847 and RMSE = 4.28, meeting the preset RMSE target, whereas three-band accuracy (80.3%) fell short of the preset 85% target, and prediction for unseen classes and schools reached R 2 = 0.768 and 0.656. The findings characterize the multilevel associations between classical poetry learning and writing development and support instructional recommendations restricted to the confirmatory results.

Despite the integration of Earth Sciences into Moroccan secondary education, geology teaching faces multiple obstacles. This study provides a multi‑dimensional analysis of curricular, didactic, epistemological, linguistic, and ideological barriers. Using a mixed‑method design, we analysed official curricula (2007–2025), six textbooks, 47 articles, and surveyed 120 Life and Earth Sciences teachers. Results show that geology accounts for only 17% of total instructional time and is absent from three of seven major streams. 78% of teachers feel unprepared to teach geological time, 65% never use physical models, and only 12% of schools organise field trips. In French‑medium sections, 65% of students score below 50% on geology assessments (vs. 41% in Arabic sections). 72% of students confuse human and geological time scales. We propose evidence‑based remedies: curriculum restructuring (25% of LES time), mandatory field trips, physical modelling, ICT integration, and teacher training in conceptual change approaches.

The study aimed to analyze the impact of implementing instructional sequences on strengthening the teaching of Spanish Language and Social Sciences at the primary level in Regional 02, San Juan, Dominican Republic. A quantitative approach was adopted, using a non-experimental, cross-sectional, descriptive design. The participants comprised 498 individuals, including 463 teachers and 35 district-level educational specialists. Structured questionnaires were administered, and the data were analyzed using frequencies and percentages. The results revealed a favorable assessment of the implementation of instructional sequences, particularly regarding the progressive organization of activities, activation of prior knowledge, student participation, oral and written production, and learning monitoring. Teachers also perceived improvements in lesson planning, organization, and assessment practices. However, district-level specialists identified areas requiring further consolidation, particularly the alignment between planning and classroom practice, the correspondence between activities and learning evidence, the use of educational resources, and pedagogical support. Challenges related to available instructional time and the need to make adaptations during implementation were also identified. It is concluded that instructional sequences have a favorable impact on strengthening teaching, although their consolidation requires systematic monitoring, teacher training, and contextualization of instructional proposals.

Professional Learning Communities (PLCs) are an essential mechanism for collaborative professional learning of teachers. However, evidence remains limited on the specific activities secondary school Biology teachers engage in within PLCs and their perceived contribution to competence-based teaching in Tanzania. This study investigated the PLC activities conducted by secondary school Biology teachers in Dodoma City and their perceived contribution to competence-based teaching practices. Social Constructivist Theory guided the study. A cross-sectional survey design was adopted, and data were collected through a structured questionnaire from 103 Biology teachers in 60 randomly selected public and private secondary schools and analysed using descriptive statistics. The key findings show that teachers engaged mainly in practice-oriented activities: collaborative lesson planning (83.5% of respondents) and peer observation (52.4%) were the only activities reported by more than half of the teachers, whereas setting and reviewing goals (21.4%) and action research and inquiry-based learning (16.5%) were the least practised. Teachers rated the contribution of PLC activities to competence-based teaching as great on all six indicators (M = 3.99–4.18). The strongest contributions were in preparing competence-based lesson plans integrating lessons into real-life situations and involving students in classroom activities, while formative assessment received the lowest, though still high, rating. These findings imply that PLCs benefit learners by helping teachers deliver more learner-centred, contextualised, and participatory lessons, which are the classroom conditions through which competence-based learning and academic performance are improved. The study recommends strengthening inquiry-oriented PLC activities, particularly action research and the collaborative analysis of assessment evidence, so that PLCs can more fully support learners’ achievement.

The digital revolution has fundamentally transformed childhood experience across the globe. In Ghana, rapid mobile internet penetration, the proliferation of low-cost smartphones, and COVID-19-induced remote learning have dramatically intensified basic school children's exposure to digital screens. Emerging evidence links digital screen addiction (DSA) to significant impairments in children's psychological well-being encompassing emotional, cognitive, social, and behavioural dimensions. Yet, school management responses in Ghanaian basic schools remain underdeveloped and largely uncoordinated. This narrative literature review synthesizes global and sub-Saharan African evidence on digital screen addiction and its psychological well-being consequences among basic school children (ages 5–15), critically examines existing school management frameworks, and proposes a School-Based Digital Wellness Management Framework (SBDWMF) for Ghanaian basic schools. A narrative synthesis approach was employed. Literature was sourced from PubMed, Google Scholar, Scopus, PsycINFO, African Journals Online (AJOL), and grey literature from the WHO, UNESCO, UNICEF, Ghana Education Service (GES), Ghana Health Service (GHS), and the Ministry of Education. Peer-reviewed empirical studies, systematic reviews, meta-analyses, and policy documents published from 2010 to 2024 were included, with a total of 72 sources forming the evidence base. DSA is prevalent among basic school-age children globally, with pooled prevalence estimates ranging from 19% to 38% depending on measurement tools and contexts. Excessive screen exposure is consistently associated with psychological distress, anxiety, depression, attentional difficulties, emotional dysregulation, impaired self-esteem, peer-relationship deficits, and poor academic well-being. In Ghana, contextual risk amplifiers, including parental digital literacy gaps, absent school mental health services, post-COVID normalization of extended screen use, and fragmented policy, compound the psychological burden. School management frameworks in Ghanaian basic schools are largely inadequate to address DSA, with critical deficits in policy, counselling capacity, teacher training, and parental engagement. DSA poses a mounting psychological well-being challenge for Ghanaian basic school children, demanding an urgent, evidence-informed school management response. The proposed six-pillar SBDWMF offers a practical governance architecture for Ghanaian basic school heads, district education officers, and national policymakers to address DSA comprehensively within the school setting.

In this study, we examine students’ reasons for course non-completion at a large, diverse, public research university in the university system of Georgia. We found these reasons in multiple datasets and used a mixed-methods approach to interpret them. While many studies have framed course withdrawals as rational decisions based on academic or personal factors, this study explores a variety of factors, including both practical and emotional considerations, that shape students’ withdrawal decisions. We analyzed emotional sentiment and reasons for course non-completion cited at the moment of withdrawal (i.e., disclosed on the registrar withdrawal form) as well as at retrospective timepoints (i.e., in a survey and semi-structured interview). At the time of withdrawal, students most frequently cited academic, personal, or mental health struggles as reasons for withdrawal, often expressing negative emotions. In some cases, students indicated the need for immediate crisis intervention. However, retrospective reflections revealed more positive emotions about their decisions and cited poor academic performance and an overall imbalance in their lives as key reasons. These findings highlight the complex interplay between academic challenges and emotional responses in the withdrawal process, suggesting that educators should consider both factors when addressing course non-completion. We also discuss the implications for future research and administrative policy.

This article analyzes the management of distance education (DE) in the context of continuing education for youth and adults (EPJA), exploring its institutional, pedagogical, and technical dimensions. Through an approach that compares empirical data, obtained from a jurisdictional survey with federal regulations and analyzes them through the lens of contemporary theoretical frameworks, the study examines how provinces operationalize the principles of flexibility and modularity. The results reveal significant heterogeneity in the implementation of teaching roles, technological supports, and assessment criteria. It is concluded that the quality of this modality depends on comprehensive management that ensures coherence between organizational and instructional decisions, thereby guaranteeing the continuity of participants' educational trajectories, through the pedagogical option of distance education, which is mediated and hosted in virtual learning environments (VLEs), designed specifically for the particular needs of adult learners.