This article analyzes Brazilian academic production on Food and Nutrition Education (FNE) and teacher education based on theses and dissertations available in the Brazilian Digital Library of Theses and Dissertations, published between 2006 and 2024. The review was conducted in seven stages and used content analysis to investigate the selected studies. The results highlight the contribution of different fields of knowledge to the area, with a predominance of female researchers holding degrees in Nutrition or teacher education programs. Most studies focused on Elementary Education, particularly within the Natural Sciences curriculum, and employed participatory methodologies such as action research and ethnography. The teacher education initiatives analyzed were generally grounded in the Reference Framework for Food and Nutrition Education and the Dietary Guidelines for the Brazilian Population, fostering reflective and contextualized approaches. Thus, the present study found that teacher education in Food and Nutrition Education should promote autonomy, critical reflection, and the collective construction of knowledge, in line with contemporary educational perspectives.
Religious education is often expected to promote tolerance, but respect for religious difference does not necessarily ensure accurate understanding of religious others. This study examines how religious education policies in Indonesia and England emphasize different forms of cognitive tolerance. Using qualitative document analysis and comparative policy analysis, the study analyzes selected legal, curricular, and pedagogical documents through four components: Knowledge of Religious Others, Recognition of Internal Diversity, Critical Reflection, and Understanding Commonalities and Differences. Indonesian policy gives greater relative emphasis to understanding commonalities and differences within religion-specific formation, social harmony, and responsible citizenship. English policy gives greater emphasis to critical reflection and knowledge of religious and non-religious worldviews through shared enquiry. Recognition of Internal Diversity appears in similar proportions in both datasets, but it serves different curricular functions. The findings show differently configured pathways toward cognitive tolerance, combining the same cognitive components with different relative emphases and curricular purposes.
This study contributes to the scholarship of teaching and learning (SoTL) by examining how case-based teaching and threshold concepts promote culturally inclusive pedagogical practices among pre-service teachers (PSTs). Our research design reflects SoTL principles by taking a systematic, transparent, iterative, and collaborative approach to collecting, analysing, and sharing data. Our work is explicitly aligned with theoretical frameworks, and we address unresolved issues in order to facilitate transformative learning. We aimed to explore how PSTs perceive culturally inclusive pedagogy and professional competence in a case-based course. Three key findings emerged: increased awareness of classroom diversity, a change in the PSTs’ understanding of culturally inclusive teaching, and resistance to exploratory learning designs. Many PSTs demonstrated transformative learning and sound professional judgment. However, some expressed resistance and uncertainty, underscoring the importance of scaffolding and support. The findings align with the literature on threshold concepts as gateways to boundary crossing and a deeper understanding of diversity in SoTL. The results highlight the potential of case-based teaching to encourage metacognitive reflection and to promote inclusive educational practices in teacher education programs. The study demonstrates that designing inquiry-based learning activities that integrate case studies and threshold concepts can facilitate critical reflection and metacognition among PSTs.
Generative AI, and more precisely large language models, have nowadays rapidly become useful in education, professional work, and everyday tasks. While these systems offer notable benefits to make work efficient and improved accessibility, the recent evidence suggests that their usage has cognitive costs. This paper presents a structured review of 16 reviewed studies investigating the impact of Gen AI usage on cognitive offloading, metacognitive engagement, automation bias, and human skill. By studying experimental, survey-based, qualitative, and theoretical research, this review synthesizes several findings across several fields to identify recurring mechanisms through which GenAI usage reshapes cognition. Our analysis reveals a consistent pattern, where GenAI often improves short-term task performance, but it frequently minimizes effortful cognitive processing, diminishes self-regulation, and changes skill developments. Rather than constant de-skilling, this paper points out reconfiguration of skills, favoring efficiency-oriented competencies such as prompting and verification over generative reasoning and critical reflection. Our study further highlights these outcomes are not unavoidable but are strongly mediated by interaction design, educational practices, and socio-technical environments. By showing these effects as the “cost of convenience,” this paper contributes an integrative perspective on the cognitive effects of Gen AI and highlighting the ways to make AI design, education, and governance cognitively sustainable.
Background: Teacher agency is essential to educational transformation, yet teacher development in Nepal often relies on standardized training approaches that emphasize prescribed methods rather than critical reflection, contextual experimentation, and collaborative learning. Objectives: This study explores how teachers develop and exercise agency through Critical–Creative Pedagogy (CCP) and participatory action research in two Nepali public-school contexts. Methods: Using a participatory action research approach, the study examined two contexts: a cross-school initiative involving 11 teachers from eight public schools in Helambu and a school-based initiative involving 30 teachers at Janata Secondary School in Bardibas. Data were generated over nine months through workshop interactions, teacher reflections, lesson plans, classroom observations, reflective dialogues, and informal conversations with students. The analysis examined how reflection, dialogue, classroom experimentation, and collective professional learning contributed to the development of teacher agency. Results: The findings indicate that teacher agency developed through iterative cycles of reflection, action, observation, dialogue, and re-reflection rather than through standardized training alone. Teachers began questioning textbook-centred and examination-driven practices and experimenting with learning activities grounded in students’ experiences and local contexts. Contextual adaptation and engagement with the wider school community, including school management committees and parents, emerged as important dimensions of pedagogical change. The Bardibas initiative appeared to foster stronger shared reflection, mutual support, and continuity of pedagogical change than the cross-school arrangement in Helambu. Conclusion: Teacher agency is a relational and context-dependent process that develops through critical reflection, pedagogical experimentation, and collaborative learning. Sustaining educational transformation requires professional learning opportunities that connect teachers’ agency with local knowledge, school-level collaboration, and community engagement. Novelty: By examining participatory action research across two distinct school contexts, this study highlights how the institutional setting of teacher collaboration may shape opportunities for collective reflection, mutual support, and sustained pedagogical change. It also foregrounds the importance of connecting teacher learning with school and community contexts in efforts to transform classroom practice.
Emancipatory education aims to foster learners’ critical engagement with knowledge, often by implementing classroom critical-thinking practice. Socio-emotional skills can support this process by creating trusting, dialogic, and responsive environments which enable critical reflection. This study examines how school climate and teacher autonomy shape this mechanism. This analysis includes 54,310 teachers from 18 countries from the 2024 TALIS dataset. Four moderated mediation models were estimated to test whether socio-emotional skills mediate the relationship between school climate and autonomy and critical-thinking practice, and whether these pathways differ between teachers active in social sciences and other subjects. Results show that school climate and autonomy are positively associated with critical-thinking practice, with socio-emotional skills acting as a partial mediator. For teachers with social science education, the indirect effects are stronger. The findings suggest that emancipatory teaching depends not only on teacher beliefs and classroom practices, but also on supportive institutional conditions and subject-specific preparation.
آموزش رهاییبخش با هدف تقویت مشارکت انتقادی یادگیرندگان با دانش، اغلب از طریق اجرای تمرین تفکر انتقادی در کلاس درس دنبال میشود. مهارتهای اجتماعی-هیجانی میتوانند با ایجاد محیطهای مبتنی بر اعتماد، گفتوگو و پاسخگویی، این فرایند را با فراهم آوردن بستر تأمل انتقادی حمایت کنند. این مطالعه بررسی میکند که اقلیم مدرسه و خودمختاری معلم چگونه این سازوکار را شکل میدهند. این تحلیل شامل ۵۴٬۳۱۰ معلم از ۱۸ کشور بر اساس دادههای TALIS 2024 است. چهار مدل میانجیگری تعدیلشده برای آزمون اینکه آیا مهارتهای اجتماعی-هیجانی رابطه بین اقلیم مدرسه و خودمختاری با تمرین تفکر انتقادی را میانجیگری میکنند و این مسیرها بین معلمان فعال در علوم اجتماعی و سایر دروس متفاوت است یا خیر، برآورد شد. نتایج نشان میدهد که اقلیم مدرسه و خودمختاری با تمرین تفکر انتقادی رابطه مثبت دارند و مهارتهای اجتماعی-هیجانی به عنوان میانجی جزئی عمل میکنند. برای معلمانی که در آموزش علوم اجتماعی فعالیت دارند، اثرات غیرمستقیم قویتر است. یافتهها حاکی از آن است که تدریس رهاییبخش نه تنها به باورهای معلم و شیوههای کلاسی، بلکه به شرایط حمایتی نهادی و آمادگی موضوعمحور نیز وابسته است.
Integrated into the cross-border teacher education movement, a flexible model of co-supervision was developed and piloted involving 14 Science, Technology, Engineering, and Mathematics (STEM) teacher educators and 13 of their pre-service teachers from eight European countries, within the context of the Erasmus+ project “AcaSTEMy.” The study follows a qualitative and interpretative approach and presents the validation of the flexible model of co-supervision to understand not only its potentialities for pre-service teachers’ and teacher educators’ professional development, but also to discuss its degree of cross-national applicability. All participants answered an online questionnaire at the end of each co-supervision event, and one representative of the teacher educators of each country wrote a guided reflection. The findings highlight a central tension within this type of co-supervision process, having the potential to enhance both pre-service teachers’ learning, fostering critical reflection and promoting some skills development, and supervisor professional development, facilitating peer learning and professional networking. However, its success depends heavily on organizational structure, clarity of roles, and support for intercultural communication. In the end, the study presents some suggestions for the design of international co-supervision models in teacher education, so that co-supervision can promote both academic excellence and internationalization in higher education.
در چارچوب جنبش آموزش معلمان فرامرزی، یک مدل انعطافپذیر همراهنمایی طراحی و به صورت آزمایشی اجرا شد که در آن ۱۴ مربی معلم علوم، فناوری، مهندسی و ریاضیات (STEM) و ۱۳ معلم پیشخدمت آنها از هشت کشور اروپایی، در قالب پروژه اراسموس+ با عنوان «AcaSTEMy» مشارکت داشتند. این پژوهش با رویکرد کیفی و تفسیری انجام شده و به اعتبارسنجی مدل انعطافپذیر همراهنمایی میپردازد تا نه تنها ظرفیتهای آن برای توسعه حرفهای معلمان پیشخدمت و مربیان معلم را بررسی کند، بلکه میزان قابلیت کاربرد فراملی آن را نیز مورد بحث قرار دهد. همه شرکتکنندگان در پایان هر رویداد همراهنمایی به یک پرسشنامه آنلاین پاسخ دادند و یک نماینده از مربیان معلم هر کشور نیز یک بازتاب هدایتشده نوشت. یافتهها به یک تنش مرکزی در این نوع فرآیند همراهنمایی اشاره دارد که میتواند هم یادگیری معلمان پیشخدمت را با تقویت بازتاب انتقادی و ارتقای برخی مهارتها افزایش دهد و هم توسعه حرفهای راهنماها را از طریق تسهیل یادگیری همتایان و شبکهسازی حرفهای ارتقا بخشد. با این حال، موفقیت آن به شدت به ساختار سازمانی، وضوح نقشها و حمایت از ارتباطات بینفرهنگی وابسته است. در پایان، پژوهش پیشنهادهایی برای طراحی مدلهای بینالمللی همراهنمایی در آموزش معلمان ارائه میدهد تا همراهنمایی بتواند هم تعالی علمی و هم بینالمللیسازی آموزش عالی را ارتقا دهد.
Examining sequences and series often leads students to rely on formulas, especially when assignments require algebraic modeling and generalization. This condition may hinder the advancement of critical thinking, especially in evaluation, inference, and reasoning. This study examined the extent to which a problem-solving e-module with algebraic challenges enhanced students' critical thinking and identified the elements that best facilitated critical thinking during the learning process. The study used a sequential explanatory mixed-methods design. The quantitative phase encompassed 89 senior high school students from three classes. Students completed a pretest, engaged with an e-module featuring guiding questions, scaffolding, feedback, and reflection, and then completed a posttest. The quantitative data were examined utilizing descriptive statistics, normalized gain, pretest-posttest comparisons, and effect size analysis. Data were gathered from students' e-module assignments, classroom observations, written reflections, and task-oriented interviews. The data were examined using theme coding and synthesized with the quantitative results. The results indicated an improvement in overall critical thinking and across all metrics; however, the improvements were inconsistent. Evaluation and interpretation improved more significantly than explanation. Feedback, directed inquiries, scaffolding, and reflection facilitated critical thinking; however, argument quality and algebraic reasoning varied among students.
بررسی دنبالهها و سریها اغلب منجر به اتکای دانشآموزان به فرمولها میشود، بهویژه زمانی که تکالیف نیازمند مدلسازی جبری و تعمیم هستند. این وضعیت ممکن است پیشرفت تفکر انتقادی، بهویژه در ارزیابی، استنتاج و استدلال را مختل کند. این پژوهش میزان ارتقای تفکر انتقادی دانشآموزان توسط یک ماژول الکترونیکی حل مسئله با چالشهای جبری را بررسی کرد و عناصری را که بیشترین تسهیل را در تفکر انتقادی طی فرایند یادگیری داشتند، شناسایی نمود. این مطالعه از طرح آمیخته تبیینی متوالی بهره برد. مرحلهی کمی شامل ۸۹ دانشآموز دبیرستانی از سه کلاس بود. دانشآموزان یک پیشآزمون را تکمیل کردند، با ماژول الکترونیکی که شامل پرسشهای راهنما، پشتیبانی، بازخورد و تأمل بود کار کردند و سپس پسآزمون را انجام دادند. دادههای کمی با استفاده از آمار توصیفی، بهرهی نرمالشده، مقایسهی پیشآزمون-پسآزمون و تحلیل اندازهی اثر بررسی شد. دادهها از تکالیف دانشآموزان در ماژول الکترونیکی، مشاهدات کلاسی، تأملات مکتوب و مصاحبههای مبتنی بر وظیفه گردآوری شد. دادهها با استفاده از کدگذاری تماتیک تحلیل و با نتایج کمی تلفیق گردید. نتایج نشان داد که بهبود در تفکر انتقادی کلی و در تمامی شاخصها مشاهده شد؛ با این حال، این بهبودها یکنواخت نبودند. ارزیابی و تفسیر نسبت به توضیح، بهبود بیشتری داشتند. بازخورد، پرسشهای هدایتشده، پشتیبانی و تأمل به تسهیل تفکر انتقادی کمک کردند؛ با این حال، کیفیت استدلال و استدلال جبری در میان دانشآموزان متفاوت بود.
