Education Research Articles

Algorithmic Art Praxis: A Framework for Contextualized Programming Education

The amalgamation of computational thinking (CT) with contextualized instruction provides a sturdy framework for enriching programming education, especially for novice learners in designcentric higher education programs, where visual and experiential learning modalities prevail. CT, recognized as a critical methodology for solving complex programming challenges, underpins the development of the Algorithmic Art Praxis (ALAP) Categories—a structured toolkit designed to bridge abstract computational concepts with tangible, art-based applications. This research utilizes a rigorously curated online database of algorithmic artworks as a primary source for content analysis and pedagogical investigation. Over 2,000 algorithmic artworks from secondary sources were subjected to a rigorous, iterative review process, narrowing the collection to 695 deeply analyzed samples that inform the database’s foundational content. Through this analytical perspective, 18 distinct ALAP Categories were identified, each mirroring fundamental programming principles as exemplified in algorithmic art. These categories establish a structured taxonomy that harmonizes computational thinking activities with contextualized programming education, thereby providing a customized approach to addressing the distinct cognitive and creative requirements of design students. The ALAP toolkit, consisting of the 18 categories, a succinct reference guide, and the curated database, serves as a versatile resource for educators, researchers, and students. Through the integration of computational thinking with algorithmic art, it facilitates the cultivation of programming proficiency in visually oriented learners while promoting engagement through relevance and creativity. This framework underscores the potential of contextualized learning to transform abstract programming concepts into accessible, meaningful educational experiences

Planting futures: School-based food forests and their contribution to holistic education for sustainable development

School-based food forests are innovative tools which provide holistic education for sustainable development learning. They foster sustainability transformations through hands-on learning, critical thinking, and human-nature connections.This study explores the integration of school-based food forests (FF) into education systems and their potential to foster holistic education for sustainable development (ESD). Using the Whole School Approach (WSA) as a conceptual framework, the research examines the FF project at Chestnut School in Northern Germany, employing interviews and participatory methods to identify its educational, ecological, and social contributions. As edible, perennial, and biodiverse agroforestry systems, FFs address key sustainability challenges. Thereby, they support holistic school transformation, positioning themselves as a model for innovative, solution-oriented ESD. Beyond ecological and recreational benefits, FFs offer interdisciplinary and hands-on learning environments that bridge formal and informal education. They promote systemic thinking, agency, and self-efficacy, enabling students to connect personal actions with broader sustainability goals. The Chestnut School case underscores the FF’s potential to foster human-nature connections, critical thinking, and sustainable food practices.

Reclamation, reconnection and re-indigenisation in Teacher Education

ABSTRACT The authors of this article use a kaupapa Māori (Indigenous Māori ideological) approach to share unique nuances of a strengths-based, Indigenous teache education programme situated in Aotearoa New Zealand. The authors have been part of programme design and implementation of the Mātauranga Māori Initial Teacher Education programme. The Mātauranga Māori qualification founded on Māori knowledge/s is designed to help address racial and systemic inequities. The Mātauranga Māori Initial Teacher Education programme prioritises kaupapa Māori perspectives of teaching and learning, Māori language and culture. The authors; both Indigenous teacher educators and emerging leaders within higher education share their thoughts on policy development and sustainability of Indigenous Initial Teacher Education.

Assessment of the Relationship Between Orthorexia Nervosa, Eating Attitudes and Behaviors, and Obsessive–Compulsive Disorder in University Students

ABSTRACTBackgroundThis study aimed to determine the psychosocial risk factors for orthorexia nervosa (ON) in university students and to evaluate the relationship between eating attitudes and behaviors and obsessive–compulsive disorder (OCD).MethodsA cross‐sectional study was conducted with 882 university students in an eastern Turkish province from October to December 2023. Data for the study were collected using a sociodemographic survey form, the Orthorexia Nervosa Test (ORTO‐15), the Eating Attitude Test (EAT‐40), and the Obsessive–Compulsive Inventory‐Revised (OCI‐R) assessments. Additionally, an online survey was administered to the participants using Google Forms. The collected data were analyzed using the SPSS 22.0 statistical software program.ResultsThe participants had a mean age of 20.9 ± 3.0 years (range: 17–45), and 73.1% (n = 645) were female. Orthorexic tendencies were observed in 14.7% of the participants, impaired eating behavior in 15.6%, and a risk of OCD in 58.7%. The mean ORTO‐15 score for the participants was 37.3 ± 3.6, the mean EAT‐40 score was 20.0 ± 15.5, and the mean OCI‐R score was 25.9 ± 15.0. ORTO‐15 scores were significantly higher among participants in their sixth year of study and those enrolled in evening education programs (p < 0.05). EAT‐40 scores were significantly higher in students aged 20–22, those with poor socioeconomic status, and smokers (p < 0.05). OCI‐R scores were notably higher in participants who lived in dormitories during their studies and those who had quit smoking (p < 0.05). While ORTO‐15 scores were negatively correlated with EAT‐40 scores (p < 0.05), a weak positive correlation was observed between OCI‐R and EAT‐40 scores (p < 0.05).ConclusionAlthough ON, OCD, and eating disorders seem to be different disorders, they both have similar characteristics. Further studies are needed to investigate possible risk factors of comorbidity.

Securing mobile banking in Saudi arabia: key insights on confidentiality, authentication, and device trust

Abstract Mobile banking cybersecurity threats continue to rise while digital finance grows throughout Saudi Arabia, threatening users’ personal and monetary data. Even as digital consumption rises, little effort has been made to understand how specific user beliefs influence awareness regarding cybersecurity issues. The present research seeks to assess the influence of perceived confidentiality, authentication, and device trust on awareness of cybersecurity issues, while also investigating the role of security misconfiguration as a moderator within the Saudi mobile banking environment. Surveys were conducted among 361 Riyadh, Makkah, and Sharqiya mobile bank users using the method of stratified random sampling. A structured questionnaire was used, and data collected through it was analyzed using Structural Equation Modeling (SEM) to verify hypothesized relationships. Initial findings report each of the three constructs having a positive contribution towards awareness, while security misconfiguration significantly interacts with the relationship between authentication and awareness. The study emphasizes the importance of safe system architecture and user-centric authentication methods being prioritized by policymakers as well as banks to increase cybersecurity resilience within mobile banking scenarios. Both technical configurations as well as educational programs need strengthening to ensure improved cybersecurity resilience within mobile banking setups. Future research should investigate these relationships across cultures and assess the more extended impact of the promoted cybersecurity awareness measures.

Voices from the frontline: The day-to-day experiences of ambulance service providers.

BackgroundOne of the principal providers of a 24-hour response to medical crises and trauma-related interventions is ambulance service providers. Despite the crucial roles ambulance services play in providing emergency healthcare, little attention has been paid to their occupational health in developing countries.ObjectiveThe study explored the lived occupational health experiences of ambulance service providers in Ho municipality within the Volta region of Ghana.MethodsThe study utilized a qualitative research approach with an exploratory design, incorporating all ambulance workers with a minimum of one (1) year of experience within the municipality. The sample size was determined by saturation at 15 participants. Employing a purposive sampling technique, the research used a semi-structured interview guide for collecting audio-recorded data. The interviews were transcribed verbatim and analyzed using thematic content analysis.ResultsThe study recognized four main themes and thirteen subthemes, highlighting the demanding tasks of ambulance providers in the Ho Municipality, along with the consequent impact on their well-being and effective coping mechanisms.ConclusionTo increase efficiency and lower the identified occupational health challenges among ambulance service providers, educational programs and in-service training should emphasize preventive and coping mechanisms to mitigate these glaring effects.

The Teachers’ Perspectives on the Role of Education in Emotional Development

Recent research underscores the importance of emotional behavior learning, noting an increasing prevalence of loneliness among both children and adults. In Romania's education system, academic success is prioritized, often overshadowing the emotional aspects linked to success or failure. Therefore, it is crucial to train educators to recognize, regulate, and express their emotions, enabling them to effectively guide students in managing their own emotional experiences.

The professional identity of safety professionals in China: theoretical model, empirical validation and comparative application

Objectives. This article aimed to explore the professional identity of safety professionals in China using a questionnaire survey. Methods. A six-element professional identity model with multi-dimensional characteristics was proposed, including cognition, attributes, motivation, emotion, values and behavioral tendencies. Subsequently, a questionnaire on the professional identity of safety professionals was developed and validated. Based on the survey results from 236 safety professionals across different industries, the study examined whether there were significant differences in the impact of hierarchical position, education level and years of experience on professional identity. Results. The results indicate that the professional identity of safety professionals is positively correlated with their education level and hierarchical position. Conclusion. The role and position of safety professionals within the organization influence their perceptions of professional identity. Safety professionals with 11–15 working years had the highest level of professional identity. Systematic education helps safety professionals gain a clearer understanding of their own occupation and form a stable professional psychological state. Safety professionals exhibited a passive tendency toward self-learning, colleague safety and active participation in safety work. Additionally, changes in hierarchical position within the organization and the realization of professional advancement are more conducive to developing a strong sense of professional belonging.

Bridging the gap between theory and practice? Working with digital problem-based cases to strengthen student teachers as research-literate

Abstract This study explores how working with problem-based cases as a mediating tool may support student teachers in bridging the gap between theory and practice, while also fostering their research literacy. The intervention was carried out over two years in a compulsory 15 ECTS pedagogy course within a Norwegian integrated master’s program in teacher education. Three digital video-based cases were used, accompanied by structured group tasks and written teacher feedback. Data were collected through electronic surveys and focus group interviews and analyzed using descriptive statistics and thematic content analysis. The study included two cohorts, with the second cohort experiencing a more structured version of the intervention. Findings indicate that working with digital problem-based cases may help students develop the ability to interpret, evaluate, and apply relevant research findings in their professional practice, and to connect teaching as craftsmanship with research literacy. The second cohort reported higher engagement with course literature and stronger connections between theoretical concepts and practical challenges. This suggests that well-scaffolded casework can support the development of a more integrated professional identity. The impact of such casework, however, depends on pedagogical framing, including expectations, group collaboration, and feedback from teacher educators. While the results are context-bound and indicative, they provide useful insights for similar efforts in teacher education. Further studies could explore how such interventions function in other national or institutional contexts, and how they may be adapted to support reflective and research-literate professional development on a broader scale.

Effectiveness of an online sexual and reproductive health educational program on knowledge, attitudes, and behaviours among senior primary school students: a cluster randomized controlled trial

BackgroundSexual and reproductive health education is crucial for senior primary school students as they enter adolescence. Implementing such education in resource-limited settings faces challenges like untrained educators, cultural taboos, and lack of materials. An online sexual and reproductive health educational program may overcome these barriers, yet no research in China has assessed the effectiveness for senior primary school students. This study aims to evaluate the effectiveness of an online sexual and reproductive health education program for senior primary school students in China, focusing on their adherence to the program and comprehension of its content.MethodsThe efficacy of the program was evaluated through a cluster randomized controlled trial. Participants (mean age 11.21 ± 0.68 years) were recruited from two primary schools in Shangqiu, Henan, with eight classes randomly assigned to either the intervention (n = 4) or control group (n = 4). The intervention group completed a 9-week online sexual and reproductive health education program, while the control group did not receive the program. Data on knowledge, attitudes, and behaviors were collected at baseline, post-intervention, and at 16-week follow-up. The outcomes were analyzed using a generalized estimating equation model.ResultsAt baseline, no significant differences were found between groups in sociodemographic or physical development. In the intervention group, 71.4% completed the program with an average test accuracy of 86.6%, indicating good adherence and content comprehension. Compared to the control group, the intervention group had significantly higher sexual and reproductive health knowledge (T1: β = 2.18, T2: β = 1.21, p < 0.001, p = 0.001), attitudes (T1: β = 14.73, T2: β = 6.01, p < 0.001), and behaviours (T1: β = 4.49, T2: β = 5.90, p < 0.001) scores, with improvements sustained at 16 weeks.ConclusionsThe online sexual and reproductive health educational program significantly improved knowledge, attitudes, and behaviours among senior primary students, providing valuable guidance for school health nurses in designing and implementing sexual and reproductive health education programs.Trial registrationChiCTR2400083843. [www.chictr.org.cn]. 06/05/2024.

A Qualitative Exploration of Support Groups for Parents of Children With Developmental Language Disorder.

Parents of children with developmental language disorder (DLD) have unique support needs. While support groups have a strong evidence base, they have not been adapted for use with this population. Our goal was to explore support needs among parents of children with DLD and their perspectives on participating in a support group. We conducted semistructured interviews with 12 caregivers of children with DLD. We asked questions about existing support needs, coping strategies, and hypothetical participation in a support group. Systematic text condensation was used to identify themes and subthemes within parent responses. Participants reported that systemic issues (e.g., Individualized Education Program processes, insurance coverage) hindered their ability to access evaluation and treatment services for their child. They also reported informational needs, such as wanting to know more about DLD, and challenges locating trustworthy resources. Emotional support needs included mental health challenges, as well as feelings of isolation and guilt. Finally, participants expressed interest in joining support groups and identified ways in which attendance would address emotional and informational needs. Within our sample, participants were dissatisfied with practices in evaluation and treatment for children with DLD. They wanted more information from speech-language pathologists and other service providers and described difficult emotions that accompanied raising a child with DLD. We propose that parent support groups, a flexible and low-cost option, may address these needs from parents of children with DLD. https://doi.org/10.23641/asha.29373977.

Improving Children's Diets by Introducing Fruits and Vegetables in Group-Based Settings: A Scoping Review.

In 2022, less than 18% of UK children aged 5-7 years consumed 5 portions of fruit and vegetables, with an average intake of 3 portions per day. Group settings (eg, schools or nurseries) present an opportunity to apply policies to encourage children's consumption of novel and healthy foods. The extent and types of evidence regarding efforts to increase the consumption of fruits and vegetables by young children in group settings who reside in high-income countries was investigated in this scoping review. A systematic scoping review was conducted that followed the JBI guidelines and included articles, published from 2012 onward, about methods to increase consumption of novel and/or healthy foods by children aged 3-7 years in settings within local government control and who were residing in high-income countries. A total of 7000 articles were initially identified, of which 114 were included in this review after screening. Intervention methods included an array of different techniques from educational programs to repeated exposure, food modification, and behavioral modeling approaches. Interventions administered to children aged between 3 and 7 years in group-based settings have been shown to improve the consumption of healthy foods, specifically fruits and vegetables. Behavioral modeling and sensory play interventions, in particular, present the highest level of success.

Prioritizing the multilingual potential of monolingual teachers

Abstract Research demonstrates a growing disparity between the number of multilingual learners (MLLs) and bi/multilingual teachers in America’s schools. While there has been considerable research related to pedagogy that honors all students’ linguistic repertoires as resourceful for learning both content and the target language, it has primarily been directed by and toward bilingual educators and programs and/or as theoretical ideology confined to academic journals and within institutions of higher learning. Accessibility of scholarship on translingual and functional linguistic methodology to the majority monolingual K-12 content area teachers, however, is lacking. Moreover, educational policy and standardization have teamed up to produce rigid English-only requirements of both teacher pedagogy and student product. Therefore, those most often charged with the proficiency of MLLs on high stakes assessments find themselves underprepared and under supported in this task. What is needed is both research and pragmatic discussion of the potential for monolingual teachers to empower linguistically diverse classrooms with a shift in positionality from deficit mindset and English-only policies to culturally-sustaining pedagogy. To that end, those contributing to applicable research must consider ways to make findings and recommendations accessible to all stakeholders, including, especially, teacher education programs, K-12 school districts, and the teachers themselves.

The interplay between Five-Factor personality traits and AI use motives in Turkish pre-service teachers: A canonical correlation analysis

Abstract This study examines the multidimensional interplay between pre-service teachers’ Five-Factor Personality Traits and their motivations for using artificial intelligence (AI) through Canonical Correlation Analysis (CCA). While previous research has explored these variables independently, the complex multivariate relationships between personality traits and AI use motives have remained largely unexplored. The sample consisted of 454 undergraduate pre-service teachers. Data were collected using the Five-Factor Personality Traits Inventory and the Questionnaire of AI Use Motives. The analysis included five dimensions of personality traits (extraversion, neuroticism, openness, agreeableness, and conscientiousness) as predictor variables and five dimensions of AI use motives (expectancy, attainment value, utility value, intrinsic value, and cost) as criterion variables. The CCA yielded five functions, with the full model statistically significant (p &lt;.001), explaining 32.6% of the shared variance. The first function was most meaningful, accounting for 26.1% of the variance. Primary contributors among personality traits were openness (rs = 0.83, rs² = 0.68), neuroticism (rs = − 0.63, rs² = 0.40), and conscientiousness (rs = 0.58, rs² = 0.34). For AI use motives, key contributors were attainment value (rs = 0.96, rs² = 0.92), cost (rs = − 0.85, rs² = 0.72), intrinsic value (rs = 0.84, rs² = 0.71), and utility value (rs = 0.80, rs² = 0.64). The canonical correlation coefficient (0.51) indicated a moderate relationship between the variable sets. Results revealed that openness was positively associated with intrinsic motivation for AI use, while neuroticism increased perceived costs. These findings suggest that teacher education programs should integrate personality-based AI training—such as creativity modules for open individuals and anxiety-reduction workshops for those high in neuroticism—within their digital pedagogy curriculum.

ФОРМУВАННЯ ЄДИНОЇ ОСВІТНЬОЇ ПЛАТФОРМИ ЗАКЛАДУ ВИЩОЇ ОСВІТИ: ВИКЛИКИ, РІШЕННЯ, ПЕРСПЕКТИВИ РОЗВИТКУ

The article examines the problems of forming a unified information space in higher education institutions of Ukraine in the context of modern digital transformation challenges. Key challenges related to data fragmentation between different educational process management subsystems, lack of standardized information exchange, functionality duplication, and inefficiency of existing solutions under conditions of forced transition to distance learning are analyzed. It has been established that a typical Ukrainian Higher Education Institution uses up to 10-15 disparate information systems with no automated data synchronization between them, leading to work time losses, errors, and inability to obtain a comprehensive analytical picture for making management decisions.A concept of a unified educational platform is proposed that integrates all aspects of the educational process within a single information space based on eight architectural principles: data centralization, modularity, interoperability, security, scalability, openness, user-centricity, and evolutionary development. The system architecture based on a modular monolith using modern technologies is presented. Eight functional modules are described in detail: administration, educational program management, teaching assignment management, scheduling, electronic dean's office, individual teacher and student portals, and management module.Special attention is paid to the automated academic scheduling module, which considers the specifics of blended and distance learning through extended optimization criteria: discipline weight, time priorities, assessment forms, logical sequence of material, and workload balance. Using the example of the National Aerospace University, the practical implementation of the proposed approach is demonstrated, which allowed reducing schedule formation time from 2-3 weeks to 2-3 days, decreasing the number of conflicts by 78%, and achieving administrative staff time savings of up to 60%.

Implementation of didactic strategies for assurance of learning with students at risk of academic failure in general chemistry

Background Assurance of Learning is a process focused on ensuring the quality and effectiveness of education. It involves implementing practices, policies, and procedures intended to ensure the development of skills, competencies, and knowledge expected in a specific educational program or course. In the subjects Chemistry and General Chemistry I at the Universidad de La Sabana, persistent issues with low academic performance have resulted in rising course repetition rates, lack of motivation, and student dropout. Methods The present study examines targeted didactic strategies for students at risk of academic failure in these subjects, representing an innovation in the field of education and contributing to the domain of learning assurance in Chemistry. It was conducted under a mixed-methods approach with a quasi-experimental and cross-sectional design. A predictive trend analysis was carried out, and strategies were identified, selected, and implemented with consideration for students’ perceptions and assessments. Two samples were analyzed: a characterization sample of 411 students who took the subjects between the second semester of 2020 and the first semester of 2023, and an experimental sample comprising students from the second semester of 2023 and the first semester of 2024. Results The results revealed that participation in the implemented strategies led to improved academic performance, particularly for students with lower Saber 11 scores. Strategy 1 (leveling course) showed the greatest positive impact, with statistically significant differences in performance. Moreover, students reported high satisfaction with the strategies, especially regarding their usefulness, engagement, and relevance. Conclusions These findings suggest that personalized and contextualized didactic strategies are effective in supporting students at risk of academic failure in general chemistry courses.

The Interaction of School and Family in the Career Guidance of Children and Adolescents in the Views of Parents

Introduction. The article considers the problem of organizing effective career guidance activities with students in general education institutions through the active involvement of their parents as significant agents of career guidance influence. The current social situation of the development of children and youth, the state order determine the need to update education through the achievement of national priorities in the field of education in general and the development of career guidance in particular. In this regard, approaches to the organization of career guidance activities in schools are being restructured. The involvement of parents as a participant in the career guidance activities of an educational organization is a prerequisite for an effective process of supporting the professional self-determination of students (children and adolescents). Methodology. The study is based on the analysis of empirical data obtained using a single online questionnaire consisting of four interrelated blocks for parents of children studying in educational institutions in Yekaterinburg and the Sverdlovsk region. The sample population is the result of an in–line sampling, the variety is a sample of an available case (n = 176). Results. The social portrait and educational potential of the families involved in the study were analyzed; agents of career guidance influence on children were identified, where the family in most cases positions itself as the leading agent of career guidance; parentsʼ ideas about school career guidance and proposals for cooperation with the school in achieving the goals of professional self-determination of children and adolescents were described. Conclusions. The results of the study allowed us to obtain new data on the current state of the educational system of an educational organization in terms of career guidance through the active involvement of parents in this process.

Sunan Ampel Dan Pendidikan Islam: Peran, Metode, Dan Pengaruhnya Dalam Perkembangan Keislaman Di Nusantara

This study aims to examine the role, method, and influence of Sunan Ampel in the development of Islamic education in Nusantara. Sunan Ampel is one of the important figures in the history of Islam in Nusantara, especially in the development of Islamic education. Using historical research methods and content analysis, this study finds that Sunan Ampel plays a significant role in developing Islamic education in Nusantara through innovative and effective teaching methods. This study also finds that Sunan Ampel has a significant role in developing an Islamic education system based on Islamic values and local culture. He successfully developed an Islamic education curriculum that includes fields such as Al-Qur'an, Hadits, Fiqh, and others. The influence of Sunan Ampel on the development of Islamic education in Nusantara is also significant. He successfully inspired subsequent generations to develop Islamic education in Nusantara. This study is expected to contribute to the development of Islamic education in Indonesia and enrich understanding of the history and development of Islam in Nusantara.

Enhancing affordance perception in pre-service physical education teachers: effects of content knowledge, motor experience and visual experience programs

IntroductionThis study examined the effects of educational programs focused on content knowledge, motor experience, and visual experience on the perceptual skills of pre-service physical education (PE) teachers. Based on an ecological approach, perceptual skill in PE teachers refers to their ability to perceive teaching affordances, i.e., the possibilities for teaching actions within the environment.MethodsA total of 60 PE pre-service teachers (age M = 21.0, SD = 2.3, 32% female) participated in educational cricket programs designed to enhance teaching skills. Participants were divided into three experimental groups (content knowledge, motor experience, visual experience) and one control group. Pre- and post-tests involved watching cricket scenarios to assess affordance perception, with gaze behavior tracked through eye-tracking technology.ResultsIn the post-test, participants demonstrated faster intervention times, reduced uncertainty, and a broader, more differentiated perception of affordances. This highlights improved adaptability in teaching environments. Although group differences were modest, the visual experience groups showed a larger increase in affordances related to facilitating learning than other groups. Across all groups, participants implemented more selective, impactful interventions, and relied less on verbal guidance.DiscussionThese findings suggest that structured education fosters more confident, adaptive teaching styles, with small but meaningful effects depending on the type of educational content. However, the study's short duration and reliance on video-based assessments may have limited its ecological validity. This highlights the need for teacher education rooted in authentic, interactive settings. Overall, this study demonstrates the value of incorporating content knowledge, motor experience and visual experience into PE teacher education programs to enhance pre-service teachers’ perceptual skills and improve the quality of physical education teaching.

The effect of an educational program on knowledge about sexual abuse prevention among child laborers: a quasi-experimental study

BackgroundChild laborers are a vulnerable group at heightened risk for sexual abuse. However, their specific needs are often overlooked in traditional educational programs, primarily due to socio-economic barriers and school non-attendance, which prevent these children from accessing the necessary resources and information to protect themselves from social risks, such as sexual abuse. This study aimed to evaluate the effectiveness of an educational intervention designed to enhance knowledge about sexual abuse prevention among child laborers.MethodsThis quasi-experimental study was conducted on child laborers at two support centers in Tehran, Iran. Participants were non-randomly assigned to either the intervention (n = 30) or control (n = 30) group based on their respective support centers. The intervention group received a four-session educational program covering topics such as recognizing inappropriate behaviors, identifying potential abusers, and learning how to protect themselves and seek help. The control group received no intervention. Data were collected using a demographic form and a self-developed Child Sexual Abuse Prevention Knowledge Questionnaire. The questionnaire’s content and face validity were confirmed and its internal consistency was supported by a Cronbach’s alpha of 0.89. Assessments were conducted at baseline, immediately after the intervention, and three months later. Data were analyzed using SPSS version 24, employing independent t-tests, chi-square, and the repeated measures ANOVA. A significance level of P < 0.05 was considered.ResultsPrior to the intervention, there were no significant differences in knowledge between the intervention and control groups (P = 0.30). Repeated measures ANOVA revealed a significant main effect of time (P < 0.001), indicating that knowledge scores changed significantly across the time points. A significant main effect of group was observed (P = 0.002), with the intervention group consistently showing higher knowledge scores. Additionally, the interaction effect between time and group was significant (P < 0.001), indicating that the knowledge change over time differed significantly between the two groups.ConclusionThe educational program significantly enhanced knowledge about sexual abuse prevention among child laborers, with sustained improvements observed at the three-month follow-up. This intervention provides a promising model for empowering vulnerable children with the knowledge needed to protect themselves. Future research should explore the program’s long-term outcomes, its impact on behavioral change, and assess its potential for integration into child protection policies and broader educational frameworks.Clinical trial numberNot applicable.