This qualitative study analyzes determining factors in the achievement of scientific and academic research in Panama’s public universities through methodological and data triangulation. The research explored academics’perceptions about the research ecosystem considering data from a national survey (ENACT; n = 565 responses analyzed), six semi-structured interviews, and an exploratory post-seminar perception poll completed by 117 academics. Findings indicate important advances in policies, incentives, and support structures for research. However, challenges persist: sustained budgetary limitations, complex bureaucratic processes, and cultural barriers that hinder the optimization of research potential. A perceptual gap was identified between university authorities and the academic community; while authorities emphasize normative and structural advances, academics express doubts about the continuity and effectiveness of these measures. The study also identified an imbalance between the growing international visibility of scientific production and its limited impact on local problems and public policy. Results suggest the need to implement strategies that combine: strengthening university governance with active academic participation, guaranteeing sustained funding through state-university-private sector articulation, diversifying incentives, and reducing bureaucratic barriers. It is recommended to enhance scientific communication and orient research agendas with the purpose of contributing to global knowledge while responding to national development priorities, consolidating university research as an engine of the country’s socioeconomic and cultural development.

Formative assessment is a core component of effective teaching, requiring teachers to integrate conceptual understanding, practical implementation, and socio-emotional sensitivity. This study investigates formative assessment literacy among primary school teachers in Kosovo using the Teacher Formative Assessment Literacy Scale (T-FALS). Employing a quantitative, cross-sectional design, data were collected from 350 teachers working in grades 1–5 in public and private schools. Descriptive analyses indicated a generally high level of formative assessment literacy, with the conceptual dimension being the most developed, while no participants were classified at a low literacy level. Non-parametric analyses revealed statistically significant differences in formative assessment literacy based on teaching experience, professional training, school location, and class size. Strong positive associations were found among the conceptual, practical, and socio-emotional dimensions, as well as between each dimension and the overall T-FALS score, supporting the multidimensional structure of formative assessment literacy. Multiple regression analyses further demonstrated that teaching experience, professional training, school location, and class size significantly predicted formative assessment literacy across dimensions. While teachers displayed solid conceptual foundations and generally strong practical skills, participatory practices and socio-emotional sensitivity were less consolidated. The findings underscore the importance of continuous, practice-oriented professional development and highlight the value of T-FALS as a diagnostic tool for guiding targeted interventions aimed at strengthening balanced and sustainable formative assessment practices in primary education.

Integrating Artificial Intelligence (AI) into everyday school practice holds great potential for implementing adaptive teaching. AI-supported tools enable learning processes to be individualized and facilitate a more effective consideration of students’ diverse needs. However, to realize these benefits, adequate technical infrastructure, teachers’ willingness, and relevant competencies are essential. This pilot study investigates whether a short, targeted intervention can enhance science teachers’ Artificial Intelligence Self-Efficacy Expectation (AISEE) and their Perceived Usefulness (PU) of AI in adaptive science teaching. In addition, teachers’ conceptual understanding of the adaptive teaching components ‘assessment’, ‘feedback’, and ‘adaptivity’ was examined by asking them to provide descriptive terms for each component. Their responses were analyzed and inductively categorized to gain deeper insights into teachers’ understanding of the concepts. The participants were German lower secondary education science teachers in multiplier roles. The results show a significant increase in both PU and AISEE after the intervention and a post-intervention correlation between these two variables. The results underscore the value of hands-on training formats in fostering Self-Efficacy (SE) and PU for AI-supported adaptive science teaching.

Health literacy is widely known in the healthcare system and defined as the relationship between an individual’s level of education and their ability to maintain and improve health or participate in health treatment. The interconnected concepts of lifelong learning and health literacy significantly influence students’ health outcomes and educational experiences. The aim of this research is to explore how health education teachers in Thailand perceive active learning, lifelong learning, and health literacy, and to understand the challenges they encounter in integrating these concepts into their teaching practice. This qualitative research design was conducted with nine teachers, purposively selected from nine provinces in northern Thailand. The material for data collection was a semi-structured interview guide. The method of data collection consisted of individual, in-depth interviews. Data were analyzed using thematic analysis to identify and interpret themes from key patterns in participants’ perceptions relevant to the research questions. This study reports on the topical status of active learning in lifelong learning and health literacy among teachers in Thailand’s education system. We conducted qualitative descriptive research through in-depth interviews to explore teachers’ perceptions of active learning in lifelong learning and health literacy. The respondents were nine teachers, each representing a different province in Thailand. We applied a thematic analysis method to investigate the participants’ perceptions of active learning in lifelong learning and health literacy. The results showed teachers had employed various active learning methods, such as group activities, learning games, and simulations, with a focus on student-centered approaches. However, they faced issues related to insufficient resources, the student diversity, other work commitments, and a lack of continuity in professional development. The promotion of lifelong learning skills and health literacy remains unsystematic due to teachers’ unclear understanding. They need stronger academic support and innovative media to enhance teaching effectiveness. The demand for professional development emphasizes the importance of workshops and the creation of teacher networks. This leads to the conclusion that improving health literacy and lifelong learning skills requires more effective development of support systems and professional development enabling adoption of active learning in classrooms.

Introduction The expansion of inclusive education in secondary schools has increased professional demands on teachers, especially regarding support for students with special educational needs. However, empirically validated models that integrate neurodidactic principles into inclusive teaching remain limited. This study aimed to theoretically substantiate and experimentally validate a neurodidactic support model for inclusive education. Methods A quantitative design was applied, combining diagnostic assessment, teacher surveys, expert evaluation, and structural equation modeling (SEM). Standardized questionnaires and rating scales operationalized teachers’ neurodidactic readiness. Data were analyzed using IBM SPSS Statistics (v23) and AMOS. Results An integrative model of neurodidactic support was developed and empirically validated, comprising motivational–value, cognitive, affective, and operational components, with inclusive teaching practice specified as the outcome. Operational readiness played a central mediating role in translating methodological knowledge and inclusive values into effective inclusive practice, while affective readiness showed an indirect effect. Discussion The findings support a comprehensive, empirically tested neurodidactic framework for inclusive education and clarify direct and indirect pathways among readiness components. The model can inform teacher education and professional development programs focused on strengthening neurodidactic competence and sustaining inclusive teaching practice.

Introduction Many middle-school students disengage from physical education (PE) due to fear of judgment, body-image concerns, and a weak sense of belonging. This review explores Islamic Religious Education (IRE) as a value-based framework to foster more equitable participation in PE by cultivating moral awareness, emotional balance, and mutual respect. This study aims to examine how IRE contributes to equality in PE participation by strengthening moral and spiritual readiness, nurturing inclusive learning environments, and sustaining engagement through ethical behavior. Methods A scoping review was conducted using the Population, Concept, and Context (PCC) framework to synthesize 40 studies published between 2015 and 2025 in peer-reviewed journals, institutional reports, and Indonesian sources. Evidence was coded in NVivo and analyzed through four thematic lenses: (a) moral–psychological readiness, (b) social inclusion and participation inequality, (c) collaboration between IRE and PE teachers, and (d) equitable participation outcomes. Results The synthesis indicates that the integration of Islamic values such as self-control ( mujahadah ) and fairness (‘ adl ) has the potential to help mitigate performance anxiety and enhance students’ confidence, discipline, and motivation. Collaborative teaching involving co-planning and inclusive assessment was perceived to support steadier attendance, stronger engagement, and broader access for girls, students with higher body weight, mild disabilities, and low-income backgrounds. Discussion Findings suggest that IRE can function as a moral lever for educational equity when embedded in daily PE routines and reinforced through institutional commitment. Co-designed programs and reflective collaboration between IRE and PE teachers may help reduce participation gaps and strengthen students’ readiness to move, learn, and belong.

Introduction There has been increased interest in improving the quality of education by integrating STEM (science, technology, engineering, and mathematics) education into the curriculum. Scholars suggest that well‑integrated STEM education equips students with diverse skills and real‑world experiences that align with national priorities and industry needs. Despite its potential, many barriers continue to hinder effective STEM implementation. Methods This systematic review examined the challenges associated with integrating STEM education into curricula and explored possible solutions. Following the PRISMA approach, 28 peer‑reviewed articles published between 2015 and 2025 were selected for analysis. A qualitative content analysis was conducted to develop codes, categories, and themes. Results The review identified six key thematic areas affecting STEM integration: (1) systemic barriers, (2) teacher challenges, (3) student factors, (4) curriculum issues, (5) pedagogical gaps, and (6) strategies and solutions. Teacher‑related issues, particularly inadequate professional development and limited interdisciplinary knowledge—emerged as the most fundamental barriers. Resource limitations and policy gaps were also found to be significant impediments. Discussion The findings indicate that teacher empowerment is central to successful STEM integration. To address the identified barriers, this review proposes a comprehensive framework emphasizing robust professional development for teachers, alignment of curricula with industry needs and Sustainable Development Goals (SDGs), pedagogical innovation, and strong policy support. The framework is designed to serve as a generic and adaptable tool for promoting effective and inclusive STEM integration across diverse educational contexts.

Introduction Situation-specific skills, comprising Perception, Interpretation, and Decision-making (PID), are considered a central facet of teachers’ professional competence, linking professional knowledge to observable performance. However, empirically validated instruments to assess these skills in the specific context of Classroom Management (CM) in Physical Education (PE) are lacking. This study details the development and validation of a video-based test instrument designed to measure pre-service PE teachers’ CM-related PID. Methods The study utilized a sample of n = 877 pre-service PE teachers from four Swiss universities of teacher education. The instrument includes 10 unscripted video vignettes with 150 closed-format items. Psychometric properties were analyzed using Item Response Theory (IRT), specifically comparing 1PL, 2PL, and 3PL models, as well as testing for dimensionality and differential item functioning (DIF). Results Findings supported a unidimensional 2PL model as the most parsimonious and robust solution, despite theoretical assumptions of a tripartite (P-I-D) structure. The instrument demonstrated acceptable reliability ( EAP = 0.73) and good local fit. A shortened version (7 vignettes) was successfully validated ( r = 0.81 with the full version), enhancing test economy. Construct validity was supported by a significant moderate correlation with CM-related professional knowledge ( r = 0.29). Criterion-related validity was supported, as the test successfully differentiated between students in their first and third years of study. Discussion The results indicate that the instrument is a valid and efficient tool for assessing CM-related situation-specific skills in teacher education. The unidimensional structure suggests that closed-format video tests primarily capture a holistic, knowledge-based reasoning ability. The study discusses limitations regarding ceiling effects and provides implications for using the instrument in future intervention studies and diagnostic contexts.

Scientific research on the assessment of educational outcomes using artificial intelligence technologies in higher education is still fragmented, especially in the context of Ibero-American countries and the transforming educational systems, which include Kazakhstan. Despite the active introduction of digital platforms, analytical tools, and automated assessment systems, comprehensive research revealing innovative approaches, methodological foundations, and ethical aspects of AI-based assessment remains limited. In this regard, this mini-review is aimed at filling the identified research gap by analyzing key theoretical works and modern empirical studies that determine the prospects for further development of this field. The methodological basis of the review is a conceptual model that considers assessment using artificial intelligence as a multi-level system that includes automated analysis of educational data, personalized feedback, predictive evaluation mechanisms, and algorithmic support for pedagogical decisions. Within the framework of this model, assessment is interpreted not as an isolated control tool, but as an integrated component of the educational environment that influences individual learning trajectories, academic success and student engagement. It should be noted that this mini-review is one of the first studies in which this conceptual framework is applied to a comparative analysis of assessment practices using artificial intelligence in the Ibero-American and Kazakh contexts of higher education. The review included 12 peer-reviewed scientific publications published since 2020, which addressed the issues of automated assessment, learning analytics, adaptive feedback systems and ethical aspects of the introduction of artificial intelligence in the university environment of these regions. The paper analyzes the main innovations in the field of AI-based assessment, including the use of behavioral and cognitive analytics, automated formative assessment, forecasting academic risks and personalized assessment support for students. Special attention is paid to contextual factors such as the level of digital readiness of students, the institutional features of universities, as well as differences in assessment practices between public and private educational organizations. Along with technological innovations, the mini-review examines the key ethical challenges associated with the use of artificial intelligence in assessing educational achievements. Such challenges include algorithmic bias, limited transparency of assessment decisions, issues of protecting students’ personal data, and the risks of increasing educational inequality. The analysis shows that the manifestation of these ethical issues varies in Ibero-American countries and Kazakhstan, reflecting differences in educational policies, the level of digital infrastructure, and socio-economic conditions. Based on research using a variety of methodological approaches, including quantitative, qualitative, and mixed designs, this mini-review demonstrates the multiplicity of interpretations and practices of applying artificial intelligence in higher education assessment. At the same time, the need to expand interdisciplinary research aimed at analyzing poorly studied categories of students and alternative educational trajectories in the digital environment is emphasized. In conclusion, the educational and ethical implications of further implementation of AI-based assessment in higher education are considered. Given the increasing role of automated assessment systems and the desire of universities to improve the objectivity and fairness of assessment, the development of methodologically sound and ethically responsible models for the use of artificial intelligence is of particular relevance. At the same time, taking into account the regional characteristics of educational systems makes the comparative analysis of the Ibero-American and Kazakh experience an important area of modern research in the field of digital education.

Introduction Sustainability in higher education requires attracting, retaining, and developing top faculty to maintain academic excellence and institutional resilience. This study investigates whether job engagement and job satisfaction mediate the relationship between talent management and employee performance in Chinese higher education institutions. Methods A cross-sectional, correlational quantitative survey was conducted. Validated scales were adapted for the Chinese higher-education context through expert validation, back to back translation, and pilot testing. Data were collected from 408 faculty members at public universities in Guangdong Province using convenience sampling. Descriptive statistics and reliability/validity assessments were performed in SPSS 29.0. Hypotheses were tested with PLS-SEM in SmartPLS 4.0. Results Talent management positively influences employee performance through two distinct mediating paths: (1) via increased job engagement and (2) via increased job satisfaction. The career development and performance management components of talent management had unique, significant effects on academic employees, reflecting the influence of teaching and research on career trajectories. Discussion Findings provide empirical support for dual mediation consistent with social exchange theory within Chinese higher education. Practical implications include aligning talent management practices (career development, performance management), clarifying job roles, and soliciting regular feedback to boost engagement and satisfaction, thereby improving faculty performance and institutional sustainability. Limitations include cross-sectional design and convenience sampling; future research should use longitudinal and broader sampling to confirm causal directions.