In the evolving landscape of intelligent education systems, there is an urgent need to develop adaptive, transparent, and robust classroom analytics solutions that align with the priorities of human-centered artificial intelligence and multimodal interaction, as emphasized by the scope of this special issue. Existing physical activity evaluation tools for educational settings often lack scalability, context sensitivity, and the capacity to extract meaningful temporal patterns from high-dimensional behavior streams. Traditional methods tend to oversimplify the complexities of pedagogical dynamics, resulting in feedback that is static, ambiguous, or divorced from instructional intent. These challenges are met through an integrated solution that combines semantic alignment with hierarchical attention-where spatial-temporal patterns are first captured through layered attention modeling, and then adaptively contextualized to align with instructional objectives. Our system, built upon the KINEVAL architecture and the Pedagogical Contextualization Strategy (PCS), fuses motion trajectory embeddings, instructional state encoding, and environment-aware modulation to generate structured, interpretable evaluations of student performance. The inclusion of attention-based dilated GRUs, transformer-based pedagogical modeling, and peer-aware regularization not only enhances robustness and interpretability but also enables cross-domain generalization across diverse school contexts. Experimental validation shows substantial improvements over conventional baselines in accuracy, fairness, and alignment with expert annotations. This study contributes a scalable and pedagogically informed approach to classroom behavior analysis, directly supporting the special issue's themes of intelligent sensing, adaptive learning, and multimodal system design.

Purpose: This study aimed to examine the impact of the Covid-19 pandemic on the anxiety levels of teachers in the Turkish Republic of Northern Cyprus (TRNC). By focusing on teachers as a professional group, this research sought to evaluate the effects of the Covid-19 pandemic from a unique perspective. Design/Methodology/Approach: In the 2019-2020 academic year, 101 (Female = 69, 68.3%; Male = 32, 31.7%) primary school teachers working in public schools affiliated to the TRNC Ministry of National Education participated in the study. Beck Anxiety scale developed by Beck et al. (1988) was used in the study. The anxiety levels of the participants were divided into two groups as normal-mild anxiety (0-15) and moderate-severe anxiety (16-63) according to their responses to the scale. A high score on the scale indicates a high level of anxiety. In the analysis of the data, descriptive statistics were used to describe continuous variables and chi-square was used to examine the relationships between categorical variables. Findings: Although not statistically significant (p>0.05), the anxiety levels of the participants (n=83, 82.2%) were found to be in the normal-mild range. In terms of variables; female (X̄=,46), single (X̄=,59), classroom teacher (X̄=,46), bachelor's degree graduate (X̄=,51) and 0-5 years of service (X̄=,67) had higher anxiety levels. Highlights: The fact that the anxiety levels of the participants in the Covid-19 process were in the normal to mild range can be considered as a positive situation in terms of psychological public health.

Transformational Leadership Practices of Principals: A Review in Private Primary Schools in the East Coast of Malaysia

Unlocking Hidden Potential: Teachers Strategies in D.El.Ed that can enhance inclusive learning with children with Special Needs (CWSN) in Indian primary schools

ABSTRACT This mixed-methods study examines teachers’ perceptions on Lesson Study (LS) after a five-year project with 15 primary schools in Germany. Using an online questionnaire, teachers’ (N = 37) perceptions of the usefulness and benefits of LS, of changes in their motivation, and of preconditions for implementing LS were assessed. The results show that teachers perceived LS as beneficial in many respects and indicated a slight increase in their motivation in terms of enthusiasm and self-efficacy for teaching high-achieving pupils and collective self-efficacy. The results further suggest that LS implementation requires a number of conditions, primarily time and staff resources, organisational effort, and teachers’ openness and collaboration, and thus highlight the need to improve structural conditions to enable continuous teacher participation and growth through LS.

ABSTRACT Today, there is a need to continue learning about school coexistence, especially in intercultural contexts where the barrier of prejudice must be broken down. The main objective of this study is to describe and understand the implementation of two programmes designed to improve school coexistence (conflict mediation and peer support) in intercultural contexts. The research plan consisted of a multiple case study with an instrumental approach. The participants were members of the educational community (management teams, teachers and pupils) of two primary education schools located in Ceuta and Melilla (Spain). Information was collected through a documentary analysis, semi-structured interviews and focus groups. The results revealed the different types of conflicts dealt with. The work done on designing the programmes was documented and supported by awareness campaigns throughout the whole school. A number of notable facilitating factors and difficulties were identified in the implementation of both programmes.

The rapid advancements in the field of teaching and learning have made remarkable changes in the traditional educational systems. It adopts modern pedagogical techniques in teaching-learning process and creates innovative learning environments that motivate the students for better learning. Active learning is one among them. Active learning has gained popularity in various educational settings, from primary schools to higher education institutions. It aims to provide greater flexibility and adapt to the changing needs of modern learners. The present study is intended to examine the effect of active learning method on achievement in science among secondary school students. Experimental method was used for the study. The researcher used pre teat posttest experimental and control groups design for the study. A sample of 80 nineth standard students from Thiruvananthapuram district of Kerala is selected for the study. The data were collected using a pretest and posttest before and after the intervention using active learning method to experimental group and demonstration method to control group were analysed using different statistical techniques like mean, standard deviation and Analysis of Co variance, ANCOVA. The findings of the study revealed that active learning method was effective for enhancing achievement in science among secondary school students.

The aim of this study was to examine the impact of Educational Robotics on the cognitive and affective development of primary school students in the context of water education and literacy, with a specific focus on learning the water cycle and healthy hydration habits. A quasi-experimental design with a mixed-methods approach was adopted, involving a sample of 158 students (83 girls and 75 boys). The educational intervention consisted of 12 sessions incorporating interactive activities supported by robotics, and data were collected through pre- and post-intervention questionnaires. The findings revealed significant improvements in scientific knowledge, with students reaching an Excellent level in understanding the water cycle and a Sufficient level in hydration-related content. From an affective perspective, positive emotions such as Joy and Enjoyment (81.82%) were predominant, especially in relation to methodological and content aspects, whereas negative emotions were primarily linked to challenges in teamwork and oral communication. The novelty of this study lies in highlighting the value of Educational Robotics not merely as a motivational tool but as a meaningful technological support for learning scientific content. These results emphasize the importance of further research into Educational Robotics potential and the need to address affective barriers to optimize learning outcomes.

This article aims to explore the relationships between demographics, school engagement and school satisfaction in explaining the aspirations of children at risk of Early Leaving from Education and Training (ELET). Data were gathered through a self-administered questionnaire given to 681 children (aged 11 to 18) participating in an extracurricular support programme for students at risk in Barcelona. Chi-squared variance tests, the Kruskal-Wallis test and a Structural Equation Model were performed. The results showed that there is a strong bidirectional relationship between satisfaction with school and the self-perception of having good school habits and basic skills. Moreover, the lower the school engagement and satisfaction, the higher the probability of having low aspirations. Girls, primary school children and children from a migrant background are more likely to have high aspirations. In view of these findings, policy and practice should take action to enhance school engagement and satisfaction as interdependent variables with the potential to increase children’s educational aspirations. Furthermore, greater attention to specific profiles should be given when designing programmes aimed at vulnerable populations.

Objective:This study aimed to cross-culturally adapt and validate the Self-Regulation Questionnaire for Dental Home Care (SRQDHC) for use among Vietnamese children and to examine the relationship between motivation for oral hygiene and dental caries status.Methods:The SRQDHC was translated and culturally adapted for Vietnamese children aged 9–10 years using cross-sectional study. A total of 200 students were randomly selected from a primary school in Hanoi. Clinical dental examinations were conducted to assess caries experience using the dmft and DMFT indices. Subsequently, participants completed the Vietnamese version of the SRQDHC to evaluate their oral hygiene motivation. Internal consistency and factor loadings were analyzed to assess the questionnaire’s reliability.Results:Dental caries was observed in 84.5% of participants. The mean dmft and DMFT scores were 3.20 ± 3.18 and 2.15 ± 2.37, respectively. The SRQDHC demonstrated acceptable internal consistency (Cronbach’s alpha = 0.7021) and strong factor loadings (>0.3). A statistically significant correlation was found between motivation scores and caries status.Conclusion:The Vietnamese version of the SRQDHC is a reliable tool for assessing dental home care motivation in children. Given the high prevalence of caries in this population, motivation-based oral health interventions are warranted. Further refinement of selected questionnaire items is recommended to enhance its utility in clinical and research settings.

Socioscientific issues (SSIs) provide meaningful contexts for developing students’ competencies in scientific evaluation and decision-making. This study developed an SSI-based instructional unit to support primary school students in making decisions about genome-edited fish by considering risks and benefits and proposing risk mitigation. The study aimed to examine the unit’s effectiveness in improving students’ risk-related decision-making and their attitudes toward critical thinking and risk. Sixty-three fifth-grade students participated in an 18-lesson unit comprising two phases: information gathering and risk management practice. Students completed three decision-making tasks and a post-unit questionnaire on related attitudes. Written arguments were analysed using a rubric based on claims, risk knowledge, benefit knowledge, and risk mitigation. The results indicated that the unit improved the quality of students’ socioscientific arguments. By the final task, about 60% of arguments reached the highest level, demonstrating integration of risk knowledge and corresponding mitigation. However, students’ risk–benefit emphasis ratings showed that their decisions remained predominantly risk-focused, and questionnaire data revealed a persistent zero-risk mindset. These findings provide empirical evidence that an SSI-based unit incorporating risk management practice can foster primary students’ risk-related socioscientific decision-making. Further refinement is needed to shift students’ risk attitudes and support more balanced risk–benefit reasoning.

This study explores the relationships between school principals’ personal traits, leadership behaviours, and crisis leadership competencies within the education sector. Drawing on the perspectives of 589 teachers across primary, secondary, and postsecondary schools, it examines how teachers perceive and evaluate principals’ leadership qualities in the face of institutional disruption. Structural equation modelling (SEM) was used to analyse five latent variables: personal traits, relationshiporiented behaviours, task-oriented behaviours, organization-oriented behaviours, and crisis leadership. Teachers responded to a 21-item questionnaire reflecting their professional experiences and assessments of leadership traits and crisis-related capacities. The model developed in this study accounts for 74.00 percent of the variance in crisis leadership. The analysis reveals significant associations between principals’ personal traits and all three behavioural dimensions, which in turn are strongly linked to crisis leadership effectiveness. Interestingly, the relationship-oriented behaviours of principals during times of crisis demonstrate the strongest influence, underscoring the central importance of interpersonal trust, emotional support, and relational leadership in periods of uncertainty. These findings reaffirm that leadership competencies are shaped not only by inherent personal characteristics but also by the capacity to adaptively respond to contextual demands.

ABSTRACT In many countries, the number of teaching assistants supporting students with Special Educational Needs and Disabilities (SEND) is steadily increasing, reflecting their crucial role in fostering inclusive education. These positions are not only emotionally demanding, they are often beset by unclear role definitions and further complicated by a range of organisational challenges. Despite these issues, burnout remains underexplored within this professional category. This study aims to identify both risk and protective factors that influence burnout among SNAs, by examining a broad set of variables (e.g. socio-biographical, organisational, motivational, and role-related variables). A survey of 869 Italian assistants working in preschool, primary, middle, and high school settings was conducted, utilising a custom-designed questionnaire in tandem with the Copenhagen Burnout Inventory (CBI) which measures personal burnout, work-related burnout, and student-related burnout. CBI scores reveal significant correlations with some organisational, motivational and role-related variables, highlighting the need for targeted interventions to address the challenges faced by this vital workforce. These findings offer practical directions for training and organisational policies to enhance protective factors and mitigate burnout among SNAs.

Introduction Museum education has become an important approach for children to acquire knowledge and engage in enjoyable learning activities. Although previous studies have examined the development of museum services, limited attention has been paid to museum education for young visitors, particularly from teachers’ perspectives. Methods This study focused on early childhood and primary school teachers in China who had organized or implemented museum education activities. Using a grounded theory approach, semi-structured interviews were conducted to explore children’s museum education and its influencing factors. The data were analyzed from two dimensions: internal factors (including teachers’ experiences, cognitions, and emotions) and external factors (such as environmental conditions and institutional support). Results The findings revealed that both internal and external factors jointly shape teachers’ practices and perceptions of children’s museum education. Teachers’ professional experiences and emotional engagement, along with supportive environments and institutional mechanisms, were identified as key influences on the implementation of museum education activities. Discussion These results provide important implications for improving teacher intervention programs, developing supportive policy frameworks, optimizing the dissemination of museum education, and enhancing museum resources and services. Such efforts may further promote the sustainable development of children’s museum education.

Pragmatic language is a core component of school-based social participation, yet children with Autism Spectrum Disorder (ASD) and Social Communication Disorder (SCD) frequently experience persistent difficulties in using language appropriately across everyday learning contexts. This study investigated the effectiveness of a culturally adapted, school-based immersive Virtual Reality (VR) learning program designed to enhance pragmatic language and social communication skills among Thai primary school children. Eleven participants aged 7–12 years completed a three-week, ten-session VR program that simulated authentic classroom, playground, and canteen interactions aligned with Thai sociocultural norms. Outcomes were measured using the Social Communication Questionnaire (SCQ) and the Pragmatic Behavior Observation Checklist (PBOC). While SCQ scores showed a small, non-significant reduction (p = 0.092), PBOC results demonstrated significant improvements in three foundational pragmatic domains: Initiation and Responsiveness (p = 0.032), Turn-Taking and Conversational Flow (p = 0.037), and Politeness and Register (p = 0.010). Other domains showed no significant changes. These findings suggest that immersive, culturally relevant VR environments can support early gains in core pragmatic language behaviors within educational settings, although broader social communication outcomes may require longer or more intensive learning experiences.

Background and purpose This study investigates the influence of pedagogical qualification on the teaching of gymnastics in primary education, focusing on Slovak teachers’ instructional practices, resource utilization, and perceptions of teaching difficulty. Gymnastics is a foundational component of physical education (PE), promoting critical motor skills such as coordination, balance, and strength. Despite its benefits, gymnastics is often perceived as a difficult subject to teach, largely due to gaps in teacher training. Material and methods An online survey was completed by 1 189 actively employed primary school teachers across Slovakia during the 2023/2024 school year. Respondents were grouped by pedagogical background: 52.23% held preschool/elementary education qualifications, while 47.77% had alternative pedagogical training such as PE specialization. Results Results showed that “Gymnastics/Dance” was rated as the second most challenging thematic unit by both groups, with 28.18% of preschool/elementary-qualified teachers and 34.54% of other-qualified teachers selecting it, following “Health/Fitness” (38.49% and 37.18%, respectively). Although differences were not statistically significant (χ ²(3) = 7.56, p = 0.055), they highlight widespread difficulty with gymnastics instruction. Apparatus use was similarly high in both groups, with 66.34% of preschool/elementary-trained and 66.20% of other-qualified teachers reporting use of traditional gymnastics equipment. However, significant differences were observed in broader equipment use (χ²(3) = 12.84, p = 0.005), where 23.35% of preschool/elementary-trained teachers reported using both traditional and non-traditional tools compared to 17.96% of other-qualified teachers. Perceptions of facility adequacy also varied significantly (χ²(3) = 9.86, p = 0.018), with more critical ratings from preschool/ elementary-trained respondents. Conclusions These findings suggest that pedagogical training influences teaching diversity, expectations, and perceived support in gymnastics education. The study highlights the need for more robust, practice-focused training in gymnastics during teacher preparation, as well as improved access to equipment and facilities to support high-quality instruction.

Purpose This article aims to analyse Italian governmental policies on primary school history textbooks between 1923 and 1928, positioning them within the broader international discourse on cosmopolitan history teaching post-First World War. It investigates how an initial focus on pedagogical quality under the Gentile reform progressively shifted, with the Fascist regime transforming textbook selection into a tool for nationalist and ideological indoctrination. The study highlights Italy’s divergence from internationalist ideals and the co-option of educational quality control mechanisms for political ends. Design/methodology/approach This study employs a historical analysis, examining primary sources such as Italian governmental decrees and reports from the Central Textbook Examination Commissions. It also integrates Italy’s engagement with international forums, including the League of Nations, the Third International Congress of Moral Education, the Carnegie Endowment’s investigation, and the 1928 Report on Nationalism in History Textbooks. The methodology involves comparing Italian policy developments with international initiatives to reveal their contrasting trajectories regarding history education. Findings The findings reveal that while early Fascist educational reforms initially emphasised pedagogical quality, the regime swiftly instrumentalised textbook selection and approval processes to propagate nationalist and Fascist ideology. Italy increasingly diverged from international efforts advocating for cosmopolitan and peaceful history teaching, exemplified by critical reports from Italian textbook commissions contrasting with international ideals. This culminated in the adoption of state-mandated textbooks, ensuring complete ideological conformity and demonstrating the regime’s co-option of educational control. Research limitations/implications A limitation is the specific focus on primary school history textbooks and a defined timeframe (1923–1928), which may limit broader generalisations about the entire Italian education system or longer historical periods. Future research could extend this analysis to secondary education or examine the long-term impact of these policies. The implications include highlighting how political shifts can rapidly commandeer educational systems, underscoring the constant need for vigilance against ideological manipulation in curriculum development. Practical implications This research offers practical insights for contemporary educational policymakers and curriculum developers. It demonstrates the critical importance of safeguarding educational autonomy and pedagogical integrity against political interference. Understanding historical instances where education was co-opted for ideological purposes can inform strategies to ensure that history teaching fosters critical thinking, balanced perspectives, and international understanding rather than narrow nationalism or partisan indoctrination. It reinforces the need for transparent and academically driven textbook review processes. Social implications The article underscores the profound social implications of history education, particularly its capacity to shape national identity and inter-group relations. The Fascist regime’s use of textbooks to instil nationalist and militaristic values showcases how education can be leveraged to foster division and prejudice. Conversely, the international efforts for cosmopolitan history teaching highlight education’s potential to promote peace, solidarity and mutual understanding among diverse populations, emphasising its crucial role in societal cohesion and global citizenship. Originality/value The originality of this article lies in its dual focus: it reconstructs the internal evolution of Italian educational policies – moving from the pedagogical concerns of the Gentile Reform to Fascist ideological indoctrination – while simultaneously placing these events within the broader international debate on 'cosmopolitan' history teaching. By analyzing the reports of the Central Textbook Examination Commissions alongside the activities of international bodies like the Carnegie Endowment and the Foreningen Norden, the study reveals how the Fascist regime strategically co-opted quality-control mechanisms to serve political ends. This comparative approach provides a unique perspective on the failure of transnational educational reforms to influence domestic policy during the 1920s.

The study assessed the existence of materials in implementing play-based pedagogy in early childhood education in Ethiopia. It utilised a mixed convergence approach with a descriptive survey methodology. A total of 427 participants were selected, including teachers, PTA members, principals, experts and coordinators. The instruments were self-constructed questionnaires and interview guiding questions. Descriptive and inferential statistics were used to analyse closed-ended quantitative data, while open-ended qualitative data were narrated. The findings reveal that most private and some public pre-primary school facilitators did not use age-appropriate, mentally stimulating video and audio aids. Resources were scarce, including indoor facilities and play materials. The identified challenge was a shortage of facilities. The study recommended that the woreda education office allocate adequate budgets to primary schools to ensure the required resources are available. Generally, the study highlighted the need to improve preschool facilities to support the effective implementation of play-based pedagogy in early childhood education.

Relevance. While the prevalence of temporomandibular joint dysfunction among adults is high, ranging from 25% to 83%, prevalence estimates in children range from 4% to 77%, with reported rates of 25% to 44.8% among prepubertal schoolchildren. While the majority of studies focus on the diagnosis and treatment of TMD in adults, an increasing number of publications address this condition in children. Objective. To assess the relevance and significance of temporomandibular joint dysfunction as a clinical problem among primary school–aged children based on available research evidence. Materials and methods. A systematic search and analysis of the available literature published over the past 15 years were conducted using the electronic databases PubMed, Google Scholar, and eLibrary.ru. A total of 2,127 publications were initially identified. After duplicate removal, 476 studies remained eligible for screening. Following the selection process, 24 publications met the inclusion criteria and were included in the systematic review. Results. Analysis of the reviewed literature indicates that temporomandibular joint dysfunction in children is a clinically relevant and increasingly recognized condition, with growing research interest in recent years. Considerable attention has been devoted to diagnostic approaches and etiological factors, whereas relatively few studies focus on therapeutic interventions for TMD among children. Conclusion. Greater attention to temporomandibular joint dysfunction in children is required. Further research is needed to develop and evaluate management approaches for children presenting with clinical manifestations of TMD.

This study aims to analyze the effectiveness of gamified learning environments in improving literacy skills among primary school students. Gamification, which incorporates game elements such as points, badges, levels, and challenges into the learning process, is considered capable of enhancing motivation and student engagement—particularly in literacy learning, which young learners often perceive as less appealing. This research employed a mixed-methods design involving students from both lower and upper primary grades as research subjects. Quantitative data were collected through literacy tests and motivation questionnaires, while qualitative data were gathered through observations and interviews. The findings reveal that gamified learning environments significantly improve students’ reading comprehension, vocabulary mastery, and reading interest. Moreover, game elements such as challenges and rewards positively influence students’ learning motivation and persistence in completing literacy tasks. These results highlight gamification as an effective and innovative approach to enhancing literacy skills, making it a valuable strategy for integration into primary school instruction.