This study presents a bibliometric analysis of research on higher-order thinking skills (HOTS) in mathematics education. The objectives are to examine publication distribution and identify leading journals, authors, institutions, and countries. Data were retrieved from the Scopus database and analyzed using VOSviewer software. A total of 104 articles published between 2004 and 2022 were reviewed. Various visual representations, including graphs, tables, charts, and maps, were used to present the findings. The results show that HOTS research in mathematics education is closely associated with problem-solving, mathematics learning, and assessment. Eurasia Journal of Mathematics, Science, and Technology Education emerged as the most prominent journal, while Universiti Teknologi Malaysia was identified as the most influential institution, with Malaysia playing a significant role in this research domain. These findings provide a comprehensive overview of the research landscape and offer directions for future studies in mathematics education. Based on these results, suggestions for future research are proposed.

Intraoperative video recording (IVR) is a valuable data collection modality for health professions education (HPE) research, and certifying organizations are increasingly adopting video-based operative assessments. No guidelines exist for the collection and use of this data. This scoping review characterizes current use of IVR in HPE research, with a focus on strategic, ethical, and technological considerations, to provide recommendations for future use. Two surgeons, 2 education specialists, a resident, and 1 medical student followed Arksey and O'Malley's scoping review approach. Assisted by a librarian, the team utilized a MeSH search strategy to identify abstracts for screening, covering articles between 1991 and 2025. Paired researchers screened abstracts for studies with IVR that took place in the operating room (OR), with learners present. The team then reviewed studies, extracting 29 data points with intermittent check-ins to prevent rater drift. Descriptive statistics summarized IVR use in HPE research. A total of 7475 abstracts were screened, 291 full-text articles reviewed, 163 met inclusion criteria. Topics addressed included Surgical Performance (61.3%), Assessment (41.7%), and Teaching (33.1%). A total of 31.3% included an educational intervention. Studies included quantitative (94.5%) and qualitative (25.8%) analyses, of oral (21.5%) and/or nonverbal (10.4%) communication. Field of view was most frequently endoscopic (54.6%); 65.0% of studies included no audio. A total of 73.8% of studies reported Institutional/Ethics Review Board (IRB) status (Exempt 13.5%, Full Review 19.6%, "Approved" 39.9%). Consent was variably obtained from study participants and patients. Researchers relied heavily on laparoscopic video which cannot capture body position, team interactions, teaching, or equipment use. We recommend precise reporting on how IVR data are collected, including information about recording devices and their placement in the OR, for study quality and reproducibility. Consent and IRB processes should be fully detailed. IVR can be better leveraged to study research questions about intraoperative teaching or communication, nonverbal cues essential for learning through thoughtful choices about theoretical guidance.

This study presents a systematic review of the co-morbidity between Autism Spectrum Disorder (ASD) and Eating Disorders (ED), assessing the most appropriate therapeutic intervention models and educational challenges. Following PRISMA guidelines, 14 studies published between 2019 and 2024 were included, selected from a total of 349 articles from academic databases. The results indicate that standard treatments for EDs are less effective in patients with ASD and that full hospitalisation offers better recovery outcomes. Furthermore, the importance of involving caregivers and providing them with adequate support is emphasised while dialectical behaviour therapy was perceived as a promising option compared to cognitive-behavioural therapy. The review concludes that it is essential to continue researching educational and support strategies to improve the quality of life for patients and their families. • This systematic review synthesises recent evidence (2019–2024) on therapeutic and educational interventions for co-morbid Autism Spectrum Disorder and Eating Disorders. • Individuals with elevated autistic traits show reduced responsiveness to standard ED treatments, underscoring the need for autism-informed adaptations. • In-patient treatment settings yield more robust clinical improvements, particularly in weight restoration and affective symptom reduction. • Cognitive Remediation Therapy and adapted psychological models demonstrate promise in targeting cognitive rigidity, sensory processing differences and emotional dysregulation. • The absence of structured educational intervention research reveals a critical gap, demanding interdisciplinary, neurodiversity-affirmative programme development.

This study examines the “Xindi Applied Piano Pedagogy” and its effects on the career growth of music teachers at the elementary and secondary school levels. It highlights the need to further study the integration of culture into music teaching through technology-enabled instructional design. The research is conducted with 12 students from three participating schools selected for the “Xindi Applied Piano Pedagogy” program through in-depth interviews. It is grounded in theory with a three-level coding system. The study suggests a three-step model for training music teachers: first, establishing a comprehensive educational framework; second, increasing subject scope and implementing concentrated instructional strategies; and third, evaluating students in a meaningful way that necessitates systematic changes to the curriculum. The study points out the synergistic interaction between higher educational institutions, elementary schools, and research institutions in “Xindi Applied Piano Pedagogy” that form a unified process of teacher training. It applies the deschooling theory in the pedagogy to encourage creative development as “Xindi Applied Piano Pedagogy” illustrates. This model brings together universities, research centers, and industries to create inventive ecosystems and utilizes plan, do, check, act (PDCA) cycles for continuous quality improvement. Further analysis of this approach in classroom settings is recommended by the study.

Applications of AI in Educational Research Series (XIX): Integrating NotebookLM with Gemini for In-Depth Analysis

This study explores how parenting education (PE) is represented in adult education literature. PE is commonly researched with a focus on child development and outcomes, even though parenting plays a significant role for most adults. This structured literature review (SLR) examined 32 articles from 29 adult education journals to investigate how PE is conceptualized in the domain of adult education, with a focus on parents as learners. Three research questions guided the SLR: (1) in what context do adult education journals address parenting, (2) how are parenting programs framed within adult education literature, and (3) to what extent is PE recognized as a valid method for adult learning or lifelong education. Themes that emerged from the review included (1) PE within a dedicated parenting program, (2) PE within other AE curricula, informal learning, or media, and (3) parenting identity and advocacy. The findings indicate that PE remains overlooked in adult education academic discourse. PE can be framed in adult education research to emphasize parent learning as vital in identity development, adult learning, and lifelong learning. This review implores scholarly inquiry from adult education to position PE as a fundamental part of adult education, to invite the integration of adult learning principles into parenting programs, and thus frame PE as adult learning.

ABSTRACT The purpose of the present paper is to contribute to a discussion about how research into inclusive education can be further developed. The point of departure is taken in six pragmatic themes: meliorism, fallibilism, democracy, pluralism, transaction and avoidance of one-sidedness. The themes are described initially, after which it is argued that the pragmatic approach taken has four crucial implications for inclusive education research. These implications are that researchers into inclusive education should be explicit about (1) educational purpose, (2) reasons for theory choice, (3) knowledge contribution and (4) the role of research in democracy. Each of these implications is presented and critically discussed. Three points are raised in the discussion section: Firstly, the utility of the pragmatic perspective used in the article. Secondly, whether or not the four implications discerned are to be viewed as some form of ground rules for research into inclusive education or not. Thirdly and most importantly, the overriding intention of the article to contribute to a discussion about research about inclusive communication is discussed. Furthermore, the importance of such a discussion for community building among researchers in inclusive education is elaborated.

Abstract This scoping review examines how character education is conceptualised and enacted within humanities curricula across international contexts. While character education is widely promoted as supporting the development of ethical, civic and relational dispositions, its place within curriculum design remains contested, particularly in subjects concerned with interpretation, values and human experience. Drawing on the literature spanning curriculum policy, disciplinary pedagogy and moral education, this review synthesises evidence on how character‐related aims are embedded in humanities subjects such as literature, history, philosophy and social studies. Following PRISMA‐ScR guidelines, 806 records were screened, with 26 empirical studies and policy documents analysed in depth. The review identifies two broad patterns of curricular integration: explicit approaches, where virtues or character outcomes are formally articulated in curriculum frameworks and learning objectives, and implicit approaches, where character development is pursued through pedagogical practices, classroom dialogue and interpretive engagement with disciplinary content. Across contexts, the humanities emerge as a key site for ethical inquiry, offering opportunities for moral reasoning, perspective‐taking and civic reflection, while also raising concerns about curriculum overload, teacher preparedness, assessment and the risk of ideological prescription. Rather than treating character education as a discrete programmatic intervention, the review conceptualises it as a curriculum‐making activity shaped by disciplinary traditions, cultural values and policy logics. It argues that character education in the humanities is most productively understood as a reflective, dialogic and context‐sensitive practice that aligns ethical formation with the core purposes of humanities education. The review concludes by identifying implications for curriculum design, teacher education and future research, highlighting the need for comparative, longitudinal and student‐informed studies that attend to how character education is experienced and interpreted within diverse humanities classrooms.

RETRACTION: Q. Shan, Y. Xu, Y. binti Mohd Yusoff, A. bin Abdul Mutalib, “EFL University Students’ Emotional Engagement in AI‐Mediated Learning Contexts: A Sentiment Analysis,” British Educational Research Journal (Early View): https://doi.org/10.1002/berj.4193 . The above article, published online on 22 May 2025 in Wiley Online Library ( wileyonlinelibrary.com ), has been retracted by agreement between the journal Editors; the British Educational Research Association; and John Wiley & Sons Ltd. The article was published as part of a guest‐edited special section. Following an investigation by the publisher, all parties have concluded that this article was accepted solely on the basis of a compromised peer review process. The journal editors have therefore decided to retract the article. The authors did not respond to our notice regarding the retraction.

RETRACTION : F. Çelik, M. H. Baturay, E. Namaziandost, “Social and Emotional Complexities of Learning within AI‐Assisted Environments,” British Educational Research Journal (Early View): https://doi.org/10.1002/berj.70096 . The above article, published online on 15 December 2025 in Wiley Online Library ( wileyonlinelibrary.com ), has been retracted by agreement between the journal Editors; the British Educational Research Association; and John Wiley & Sons Ltd. This editorial was published as part of a guest‐edited special section. Following an investigation by the publisher, a large number of articles referenced in this editorial have been or are in the process of being retracted due to overwhelming evidence that many were accepted solely on the basis of a compromised peer review process, as well as a number of further issues. Because a majority of the references in this editorial have been retracted, the journal editors have decided that the editorial is functionally compromised and must therefore be retracted. Authors F. Çelik, M. H. Baturay agree with the retraction. Author E. Namaziandost could not be reached in order to communicate the retraction decision.

Previous post-entry language assessments (PELAs) research in higher education shows that academic language proficiency contributes to academic achievement. PELAs are particularly valuable for higher education systems with minimal or no admission requirements for identifying and supporting at-risk students. However, the availability of PELAs for languages beyond English, such as Dutch, is limited. Moreover, existing Dutch PELAs and their construct validity evidence are not publicly accessible, and predictive validity analyses typically do not reach the program-specific level. Therefore, the present study introduced the Ghent University Language Screening (GULS), an easy-to-administer, free, and publicly accessible Dutch PELA. More specifically, GULS evaluates first-year students' reading comprehension in higher education. First, we confirmed the construct validity of GULS at the model and item levels and its reliability using data from the two 3-year periods 2017-2018 to 2019-2020 (N1 = 12,527) and 2020-2021 to 2022-2023 (N2 = 17,204). Second, we examined GULS's predictive validity for academic achievement (i.e., Grade Point Average and study success) on data over the same two periods across 16 bachelor study programs (n1 = 8244; n2 = 10,891), followed by predictive validity analyses for each study program across the combined 6-year period. Results demonstrate that GULS is a valid and reliable PELA for assessing Dutch language proficiency, especially for first-year higher education students who require language support to ensure equal educational opportunities. As such, GULS functions as a predictor of first-year academic achievement. We discuss the potential application of GULS in future educational research and practice given its accessibility.

Countries in Southern Africa have taken efforts to implement inclusive education. While policies exist and some efforts are made around inclusion in schools, limited attention has been given to the work required of teachers to actualise inclusivity. What is missing are mechanisms that can enable teacher education to develop inclusive pedagogical proficiency in future teachers. This study reimagined teacher education for inclusive education in Southern Africa through Ubuntu philosophy that positions disability as the moral and analytical basis of inclusivity. A qualitative conceptual-policy analysis approach was used to analyse the regional Policy Framework on Care and Support for Teaching and Learning. The analysis was theoretically guided by critical disability perspectives and Ubuntu relational ethics. The analysis showed that disability is framed in the policy framework as intersecting with multiple forms of vulnerability, and that inclusivity is conceptualised as a multisectoral agenda. However, the policy framework under-theorises teacher education for ethical decision-making, reflexivity and collaborative practice in crisis-affected contexts. This article argues that reforming teacher education to support inclusive education requires more than policy adherence. It also requires educating relational and reflexive teachers grounded in Ubuntu ethics by strengthening disability inclusivity as the foundation for such transformation. Contribution: The Ubuntu framework has been primarily applied in school research. There is limited application of this framework in teacher education research. This creates a lacuna in understanding how school teachers are expected to practise Ubuntu, yet their training has not adequately prepared them. Therefore, this study applies the Ubuntu framework to teacher education by linking disability, inclusive education and Ubuntu ethics to offer insights that can inform debates on teacher education development in Southern Africa.

A multiperspective study on the role of support and self-efficacy in middle school students using the CTCM method.

This study developed and psychometrically validated the Cognitive-Spiritual Algorithmic Responsiveness in Teaching Scale (C-SARTS) for AI-supported secondary education in Jordan. Using a sequential mixed-methods design, we generated and refined items through qualitative interviews and literature review, then administered the scale to 552 teachers. Exploratory factor analysis suggested a coherent four-factor solution-integrative multidimensional responsiveness, cognitive responsiveness in live pedagogy, spiritual responsiveness in teaching encounters, and algorithmic responsiveness in instructional design-which was subsequently confirmed by confirmatory factor analysis with acceptable fit indices. Reliability was strong across dimensions (α/ω/CR at or above conventional thresholds). Convergent and discriminant validity were largely satisfactory; one construct showed AVE slightly below 50 but met composite reliability criteria, indicating conservative yet acceptable convergence. Measurement invariance held across gender. Network-based exploratory graph analysis with bootstrap replications supported a stable four-dimensional structure, and a random-forest check highlighted the integrative dimension and items that combine AI-readable design with attention to students' psychosocial context as most influential. C-SARTS offers a concise, multidimensional measure of how teachers align cognitive, ethical-spiritual, and algorithmic considerations in AI-rich classrooms, supporting applications in educational research, teacher professional development, and ethically grounded technology integration in Jordanian secondary schools.

This study examines a culturally grounded rhythmic intervention as an applied social science strategy to strengthen sustained attention in preschool children from low-income communities in Barranquilla, Colombia. Guided by neural entrainment theory and principles of scholar activism, a 10-week percussion program using Caribbean instruments was implemented in partnership with a public preschool serving marginalized families. A quasi-experimental design with 38 four-year-olds compared structured rhythmic training with passive music exposure. Sustained attention was assessed through standardized behavioral observation at pretest and posttest. Children in the experimental group showed significantly greater gains, with a large effect size ( d = 1.04). Findings demonstrate that culturally rooted, low-cost interventions can promote developmental equity and advance socially engaged research in early childhood education.

<p>Computational thinking (CT) has become an essential competence in contemporary education, enabling students to analyze, design, and solve problems systematically. However, CT integration at the elementary level remains limited and fragmented due to insufficient teacher competence in informatics and mathematics, as well as the lack of high-quality, engaging, and culturally relevant instructional materials. To address this gap, this study systematically designed and validated Scratch-based batik geometry learning materials aimed at strengthening elementary students’ CT skills. This research adopted the educational design research (EDR) framework, consisting of three rigorous and iterative phases: analysis and exploration, design and construction, and evaluation and reflection. Data were collected through interviews, observations, document analysis, expert judgment, and student and teacher questionnaires. The learning materials incorporated CT practices such as tinkering, making, remixing, creating, debugging, persevering, and collaborating. Expert validation indicated a high level of feasibility, with an average score of 89.41%. Student and teacher responses also showed strong approval, scoring 94.32% and 100%, respectively. Furthermore, Dr. Scratch analysis categorized students’ Scratch projects at the <em>developing</em> level (13 out of 21), indicating substantive application of core CT concepts, particularly in procedural dimensions such as flow control and parallelism. These findings suggest that the Scratch-based batik geometry materials effectively foster foundational CT skills while also revealing the need for further instructional refinement to support more advanced dimensions such as logic, abstraction, and data representation, thereby offering an innovative, culturally grounded approach to addressing current challenges in elementary mathematics and informatics education.</p>

The increasing demand for twenty-first-century competencies requires mathematics learning environments that not only support conceptual understanding but also foster students' broader competencies, such as critical thinking, creativity, communication, collaboration, character, and citizenship (6C). However, classroom practices in geometry often emphasize procedural knowledge, limiting students' opportunities to construct mathematical meaning through exploration and contextual reasoning. This study aimed to develop an inquiry–realistic digital module, namely E-Miracle, using Scratch to support the development of students' 6C competencies in learning about quadrilaterals. The study employed an educational design research approach consisting of three iterative phases: preliminary design, teaching experiment, and retrospective analysis. During the preliminary phase, the structure of the digital module and the learning trajectory were designed by integrating inquiry-based learning principles with contextual problems inspired by Realistic Mathematics Education. The prototype was subsequently refined through expert validation and small-scale implementation. The results indicate that the developed module achieved high validity according to expert judgment. Furthermore, the module's practicality was demonstrated through classroom implementation, where both teachers and students used it effectively during learning activities. Students actively engaged in collaborative exploration and contextual problem solving through Scratch-assisted tasks. The findings suggest that the E-Miracle module provides a learning environment that supports the development of students' 6C competencies, particularly in collaborative exploration, the communication of ideas, and creative problem-solving. These results imply that integrating inquiry-based learning, realistic mathematical contexts, and digital technology can provide meaningful learning experiences that foster deeper mathematical understanding.

Purpose This study systematically analyzes the global research landscape regarding the role of vocational education in the sustainable transition. Specifically, it maps publication trends, identifies key themes, and determines the structural relationship between vocational interventions and the development of green employability. Design/methodology/approach The study employed a systematic literature review (SLR) and bibliometric analysis. Data were extracted from the Scopus database covering a comprehensive period from 2007 to September 2025. The analysis was performed using the Biblioshiny (R-bibliometrix) application to generate trend topics, word clouds, and thematic maps, ensuring a robust evaluation of the vocational education landscape. Findings The analysis of publications from 2007 to September 2025 reveals a significant transformation in vocational education research, moving from general employability to specialized green and digital competencies. Key findings indicate that “green skills,” “TVET,” and “sustainable development” have become the dominant research clusters in recent years. Furthermore, the results highlight a surge in interest regarding the circular economy and Industry 5.0 integration within vocational systems as of late 2025. Research limitations/implications Data collection was limited to Scopus and articles published up to September 2025. Consequently, data for the full year of 2025 is incomplete, which serves as a limitation for the trend analysis of that specific year. Originality/value This study addresses a gap by offering a novel “Driver-Mediator-Outcome” conceptual framework. This framework integrates fragmented global studies into a cohesive structure, demonstrating how global policies drive TVET interventions to produce a green-ready workforce, providing a practical roadmap for policymakers and educators.

Healthcare professionals (HCPs) play a key role in improving pain outcomes in hospitalized children. Knowledge gaps can significantly hinder the ability of HCPs to provide optimal pain care. Developing targeted educational interventions to address these gaps requires a clear understanding of priority areas for training on essential pain-related topics. Against this background, this study aimed to establish consensus on topics for a pediatric pain educational program (PPEP) for continuing professional education among HCPs. A two-stage modified e-Delphi study was conducted among experts in pediatric care, health education, and pain research. The researchers developed 35 topics by reviewing the Core Content of the Pediatric Pain PRN Curriculum. In the first and second rounds, experts rated the topics and suggested additional topics. Ratings were done on a four-point Likert scale with options ranging from 1 (not important at all) to 4 (very important). The outcomes from both rounds were analyzed based on the level of consensus. Consensus on a topic was set at a threshold of ≥ 70. A response rate of 88% (n = 22/25) and 100% (n = 22/22) was achieved for the first and second rounds, respectively. Experts rated 35 topics and 5 topics (the topic that failed to achieve consensus in the first round and four new ones generated from expert comments) in the first and second rounds, respectively. In the first round, experts agreed on 34 of the 35 topics (72.7%-90.9%) while all five topics achieved consensus (90.9%-100%) in the second round. Thus, 39 topics under the domains of pain theories, pediatric chronic pain, pain assessment, opioid risk evaluation and mitigation strategies (REMS), biobehavioural strategies, procedural pain, acute pain management and reorientation were agreed on for inclusion in the PPEP. A high level of consensus was achieved among a multidisciplinary panel of experts on the content of the PPEP. This can serve as a valuable resource for interprofessional pain continuing education in low-resource settings. The topics can also be integrated into curricula for preregistration healthcare professionals in such settings.

Surgical education research: approaching a historic topic with a new lens