While students’ perceptions of classroom goal structure play a key role in student motivation, little is known about how these perceptions change over time, and whether they are influenced by different teaching practices. This study investigated the temporal dynamics of mathematics classroom goal structures over the course of a school year and, importantly, whether these changes were predicted by teaching condition (co-teaching versus solo-teaching). Classroom goal structures were assessed using student surveys administered at the beginning and end of the school year. The co-teaching condition included 70 sixth-grade students in three classes, where mathematics was co-taught by pairs of class teachers and special education teachers. The solo-teaching condition included 76 students in four classes, taught by class teachers. A series of latent change score models demonstrated a concurrent decline in students’ perceptions of classroom performance-approach and -avoidance goal structures. Compared to the solo-taught students, co-taught students’ initial perceptions of mastery goal structures were lower, but the change over time seemed more positive. Overall, these findings shed light on the temporal dynamics of classroom goal structures and demonstrate the potential positive effect of co-teaching on students' perceptions of the mastery goal structure in mathematics.

Computational thinking is a problem-solving process involving abstraction, algorithmic thinking, automation, debugging, decomposition, and generalisation. It has been increasingly regarded as an essential skill and many countries have attempted to include it in educational systems. In Indonesia, as well as including computational thinking as part of the Informatics subject, the government has encouraged its integration into various subjects, which requires teachers to have a clear and shared understanding of the concept. Thus, this study explores Indonesian mathematics teachers’ perceptions of computational thinking and its potential incorporation into teaching and learning mathematics. Semi-structured interviews were used to obtain rich insights. The findings reveal that mathematics teachers have oversimplified perspective on some components such as algorithmic thinking and automation, contributing to their vague perception of computational thinking as problem-solving, which may hinder the original purpose of integrating computational thinking into mathematics education. They also show that the teachers recognise their own importance for successful integration and that existing classroom practices and mathematics tasks can be used for integrating computational thinking into mathematics education. This study contributes to the literature on how teachers conceptualise computational thinking within mathematical domain, situated in the evolving educational context where the integration of computational thinking is still emerging. The study suggests that several factors related to teachers’ perceptions of computational thinking should be considered in professional development programmes to support its integration. These include focusing on encouraging teachers to select appropriate mathematics tasks that promote effective computational thinking integration and enhance their current teaching practices with computational thinking.

Generative Artificial Intelligence (GenAI) has rapidly emerged as a field capable of creating unique content across various areas. While offering significant potential, it presents challenges including ethical concerns, content inaccuracies, and increased challenges for educators who must adapt to fast-evolving technologies. Integrating GenAI tools into teacher education represents an urgent global research priority. This pilot study explores GenAI readiness, experiences, perceptions, and behavioral intentions among Finnish pre-service teachers while examining the feasibility of the GenAI Readiness Scale as a measurement instrument. Using a mixed-methods approach combining quantitative survey data (N=77) with qualitative responses (n=56) from open-ended questions, the research provides a nuanced analysis of future educators’ positioning toward GenAI integration in educational settings. Findings reveal a significant adoption gap, with 27% of participants never used GenAI tools as of April-June 2024, while majority engaged sporadically. Despite low perceived accuracy, frequent users continued utilizing GenAI, suggesting that usability, efficiency, and creative support outweigh accuracy concerns. Ideation and content creation emerged as the most common GenAI-supported tasks, while self-regulated and adaptive learning remained underutilized, indicating limited awareness of GenAI’s broader potential. Challenges primarily involved output quality and prompting difficulties. Participants preferred modifying AI outputs rather than refining prompts, employing strategies like output modification and external verification, though critical evaluation wasn’t always explicit. These findings highlight the need for structured AI literacy training in teacher education, emphasizing prompt engineering, evaluative judgment, and strategic AI integration. This study underscores the importance of developing GenAI competencies among pre-service teachers to ensure effective, responsible, and pedagogically meaningful AI adoption. Future research should explore longitudinal adoption trends, and impact of AI literacy training on teaching and learning practices.

This study aims to reveal (1) the level of students' creativity (process and product), (2) description of student’s product in STEM framework. This study applied pre-experimental with one-shot case study design. The samples were 38 male tenth grade students as one group. Teaching intervention was STEM integrated Project Based Learning (STEM-PjBL) model for six meetings. Rubrics of creativity process and product were used to collect the data. The level of students’ creativity was analyzed with categorization descriptively. The results show that students' process creativity is very high, and a few students have a fair process creativity category. Meanwhile, product creativity is fair for students, and a few students have a very low product creativity category. Overall, the automotive vocational students' creativity level is in the Little-Creativity and Mini-Creativity category. All the products produced have integrated STEM, students are more dominant in explaining products using a scientific (chemistry knowledge) dimension, but they are weak in describing the mathematics integrated into the product.

STEM education must continuously adapt to equip learners with future-ready competencies. LUMAT proudly presents this Special Issue titled Cultivating a Future-Ready Workforce: Reimagining STEM Education. This issue gathers 18 diverse and impactful articles that respond to five critical focus areas: STEM teacher development, innovative pedagogies, digital and inclusive practices, workforce readiness and forward-looking trends in STEM education.

Educating the future-ready workforce in STEM fields is complex. This is demonstrated by numerous publications in the context of the fourth industrial revolution, the 21st century skills, and the development of integrated models in STEM Education. In this article, this complexity is first addressed on a theoretical level by reviewing developments in the world of work and the associated challenges for General Didactics and Subject Specific Education. A synthesis of the contrasting perspectives shows that empirical research requires sufficiently complex settings. With MINTco@NRW, such a setting is presented, and its complexity characteristics are identified. In addition, insights are provided into the research perspectives associated with the project. They are mathematical-relatedness, students’ self-efficacy and the mentoring of STEM problem solving. Research questions that arise are in the contexts of performance assessments in such settings and teacher training to provide the necessary skills to make learners future-ready. The conclusion is that integrated STEM education for a future-ready workforce requires scientific approaches that make fruitful use of the mentioned complexities.

This study investigates the impact of teacher questioning on the cognitive demand of mathematical tasks within the context of the Developmental Education in Mathematics (DEM) reform initiative in Norway. Using a case study design, researchers’ video-recorded and analyzed twelve lessons by four primary teachers. The analysis focused on the function of teacher questions within classroom dialogues around challenging tasks. Findings reveal that while DEM emphasizes challenging tasks and conceptual understanding, teacher questioning often inadvertently simplifies problems, limiting students’ opportunities for learning and development. This tendency is exacerbated by DEM’s focus on rapid progression, which can conflict with the need for students to dwell on tasks that are challenging for them. The study underscores the need for teacher training to navigate the complexities of balancing rapid progression with student-led exploration and conceptual understanding.

For the last few decades, mathematical modelling has been an important topic in school education. Practical approaches to applying mathematical concepts to real-world scenarios are beneficial to students. The process of seeking solutions to real-world problems could foster students’ inquiry skills and have more impactful advantages. However, the implementation of mathematical modelling in schools presents numerous challenges in terms of finding its practical application. Integrating modelling activities with STEM education benefits students by providing practical applications. This research sought to investigate the growth and development of research activities in the area of the integration of STEM education into mathematical modelling by using a bibliometric approach. We followed the PRISMA guidelines and conducted a thorough search in the Scopus database to find important articles published between 2005 and 2025, looking at the article titles, abstracts, and keywords. We conducted an analysis of 139 relevant articles to investigate the implementation of mathematical modelling in the context of integrated STEM education. We analyzed the data using VOSviewer, which performs co-occurrence analyses of authors and keywords. We used Harzing's Publish or Perish software for citation metrics and analysis and Microsoft Excel for frequency analysis. The results indicate that the United States happened to be the most productive country in this field, with 53.24% of the publications. The most productive authors and institutions also show that more than half of the top ten publications in this area were from the United States. The findings of this study will enhance the understanding of integrating STEM education and mathematical modelling in school. It also demonstrates that the scope of this research is relevant, potentially improving the quality of teaching and learning and supporting future studies in the mathematics education field.

Computational thinking (CT) as a problem-solving skill has been argued to be an essential skill for all learners. Accordingly, there have been efforts to formalize and operationalize CT within school curricula in various countries. In primary schools, students often develop CT through unplugged activities and visual programming activities. However, in this study, we investigated the use of mathematical software with which students typed in commands (codes) to construct artistic artifacts. Educational Design Research (EDR) has guided the development of our task. We attempted to utilize technology to support students’ problem-solving skills and creativity by developing a GeoGebra-based Math+CT task infusing arts. Fifteen Grade 5 primary school students worked on a task to construct a mandala (Hinduism-Buddhism sacred geometrical figures) involving mathematical concepts. Data, in the form of students’ GeoGebra (i.e., “ggb”) files and screen video recordings, were collected and then analyzed using a content analysis method. Findings revealed that our designed task had promoted students’ different problem-solving strategies while working with technology. Additionally, most students did not encounter serious problems in working with GeoGebra commands, and students’ computational thinking skills were supported as a result of engagement with our activities.

The aim of this study is to investigate the impacts of Arduino-based STEM education on cognitive domain level of mechanics and scientific creativity regarding mechanics, specifically on vectors, kinematics, dynamics and work-energy sub-topics. Throughout the study, one group (32) pre-test post-test research model was involved. The cognitive domain level of mechanics progress is measured by using the Cognitive Domain Scale of Mechanics (CDSM) and the scientific creativity is measured by means of Scientific Creativity Scale (SCS). Concerning cognitive domain level of mechanics, statistical analysis has revealed that STEM education has positive impact and statistically significant effects. The average scores of male participants have additionally indicated greater increase compared to the females based on CDSM regarding all sub-topics, however only work-energy has presented a statistically significant difference. Statistical analysis on scientific creativity has revealed 6.76% improvement between the pre and post measurements, nevertheless no statistically significant discrepancy has been detected. Analysis on gender has exposed no difference regarding the scientific creativity. Finally, a positive and significant correlation has been detected between pre and post scores on both scientific creativity and cognitive domain level of mechanics.