School Level Research Articles

Sociálny pedagóg ako člen multidisciplinárneho tímu v postpandemickej situácii na Slovensku

In light of the post-pandemic situation in education, adopting a transdisciplinary and multidisciplinary approach is vital. Social pedagogy encompasses a range of strategies and practices that can compensate, support, innovate, and provide services that align with the current needs of individuals, communities and the global challenges facing humanity. Social educators have become members of support teams, whether at the school level, educational and counseling institutions or local governments. These teams require multidisciplinary, interdepartmental or transnational collaboration. This paper presents the current post-pandemic situation in Slovakia and offers an overview of the latest development in social pedagogue education. Also, it describes the current process of standardising the social pedagogue profession and the functions of multidisciplinary teams in the school and counselling system.

EDI&S SO02 The Aspire Initiative: A Community-Based Intervention to Champion Equality, Diversity and Inclusion in the Future Surgical Workforce

Abstract Background In March 2021, the Royal College of Surgeons of England published The Kennedy Report, an independent and powerful review addressing the critical issues surrounding equality, diversity and inclusion within the surgical profession. Chapter 5 of the review states that aspirations to become a surgeon can begin whilst at secondary school, yet students from diverse ethnic and social backgrounds felt discouraged by teachers who doubted their potential. We describe the development and implementation of a strategic careers outreach initiative across the state-funded secondary schools in our diverse community, aiming to engage and support aspiring surgeons early in their journey. Method In June 2023, The Aspire Initiative was launched as an independent entity supported by surgeons from the local Hepato-Pancreato-Biliary Unit and sponsorship from the Royal College of Surgeons of England. Targeting students aged 13 to 17, the initiative offers community open events, inspiring video content, surgical work experience for those over 16, and outreach careers assemblies. Between November 2023 and March 2024, 13 assemblies were delivered at various state-funded secondary schools across Leicester. These sessions were led by surgeons reflecting ethnic, gender, and socio-economic diversity. Students were invited to complete surveys before and after the assembly to assess their impact. Results The pre-session survey, completed by 874 students from Years 8-11, revealed that 149 aspired to be doctors or surgeons, while 243 were considering this (n=392). Of the 392 students, 57% reported that their parents had not attended university. Only 19% had a good understanding of the medical school application process, and 21% knew about the support available. Furthermore, 31% felt knowledgeable about the daily responsibilities and training pathways of medical professionals. The post-session survey, with 420 responses, showed significant improvements: 91% gained a better understanding of a surgical career and 52% felt more inspired and motivated to pursue their aspirations. Conclusion The Kennedy Report recommended that careers outreach to diverse communities should be planned for as a strategic priority. This study highlights the impact of such initiatives in state-funded secondary schools, showing how they provide students from diverse social backgrounds with crucial insights into surgical careers. These programs help students make informed decisions and inspire them to pursue their aspirations by connecting with relatable role models. We propose that engaging with students at the secondary school level offers an ideal opportunity for surgeons to foster and sustain professional relationships with a diverse future workforce, laying foundations for continued support and mentorship.

Students’ ratings to evaluate effective teaching practices of secondary schools in Bangladesh

PurposeInternational studies have emphasised the importance of effective teaching for student learning. However, few studies have investigated teaching practices in Bangladesh. The purpose of the study set out to explore the mathematics teaching behaviour of secondary school level of Bangladesh.Design/methodology/approachA convenient sampling strategy was used to collect 502 grade nine students’ perceptions from 15 mathematics classes within Dhaka Metropolitan City (DMC). A valid and reliable student questionnaire was used where the students rated their mathematics teachers' teaching behaviours identified in the dynamic model of educational effectiveness (DMEE).FindingsThe findings from the quantitative analysis of the student evaluations revealed that the mathematics teachers demonstrated structuring, modelling, questioning, teacher–student interactions and teacher dealing with misbehaviours in their daily classroom teaching.Research limitations/implicationsA small sample of mathematics classes were chosen in the study; hence, the findings may not be totally representative nor generalisable to the population of secondary mathematics teachers within Dhaka, Bangladesh.Practical implicationsThe study conducted in Bangladesh contributes to the international dimension to educational effectiveness research. The findings from the study provide partial support for teaching factors and dimensions in DMEE (Creemers and Kyriakides, 2008), and emphasise the need for further studies, particularly in cross-cultural contexts.Originality/valueThis is the first study to evaluate teaching behaviours of secondary mathematics teachers through students’ perceptions in Bangladesh. It contributes important insights about teaching behaviours to inform the development of evidence-based policy and practice on quality teaching in the region.

Inclusive educatoin and game-based learning for learners with disabilities: Perspectives from teachers in Bulgaria

The aim of this study is to explore the role of game-based learning (GBL) approaches when utilised for the needs of learners with disabilities. The research explores the strategies and practices employed to make teaching and learning more inclusive and accessible for learners with disabilities and discusses educators’ perspectives and attitudes on the affordances and constraints of educational games for learners with disabilities. From a theoretical point of view, our study is based on the social model of disability. Data were gathered and analyzed through 51 in-depth interviews with educators and specialists across all educational levels in Bulgaria, including general and special education schools, as well as universities. The key findings following thematic analysis include: a common systemic framework highlighting the interactions between the school, teachers, and parents, the diversity in the strategies and educational procedures employed in the country; skills gaps and training needs for educators; more proactive approach to using educational games by special educators compared to general education; and constraints stemming from strict curricula, regulatory policies, and technological challenges. The paper identifies key aspects that need to be considered for leveraging GBL towards more inclusive educational practices for learners with special educational needs.

CULTIVATING RELIGIOUS MODERATION VALUES THROUGH MANGAJI TUDANG AT MA’HAD ALY IN SOUTH SULAWESI

<p><em>This study attempts to examine in more depth the learning with the Mangaji Tudang system as an effort to instill the values of religious moderation in students of Ma'had 'Aly in South Sulawesi, especially at Ma'had 'Aly DDI Mangkoso. Data collection in this study used three techniques, namely observation, interviews, and documentation. The results of this study indicate that Ma'had 'Aly DDI Mangkoso focuses on the field of Fiqh and its ushul (takhassus Fiqh wa Usuluhu). Learning carried out with the Mangaji Tudang model is a specialty of Ma'had Aly in South Sulawesi, including at Ma'had 'Aly DDI Mangkoso by means of a group of students listening to the teacher (anregurutta) reading, translating, explaining, and interpreting books, then each student will pay attention to making notes and giving meaning especially to words that are difficult to understand. The model of instilling religious moderation values through Mangaji Tudang learning is carried out by conveying wise messages that soothe the people and focus on the deepening of inclusive fiqh, the balance between aqli and naqli arguments, and strengthening the concept of washatiyah Islam. This research provides. This research will greatly contribute to the model of Islamic boarding school education, especially at the higher education level of Islamic boarding schools (Ma'had 'Aly) in teaching classical books that are integrated with the instillation of religious moderation values.</em>.</p>

Reimagining early childhood education and school readiness through the perspectives of historically marginalized families living in a rural community

Given opportunities for early childhood education (ECE) expansion in the US, we seek to explore and elevate the perspectives of historically marginalized families, from an understudied rural community, to inform future local and state action involving public pre-kindergarten (pre-K) and kindergarten (K) provision. In partnership with a state Department of Education (DOE) and local district, we conducted two culturally responsive focus groups to investigate how such caregivers conceptualize ECE and school readiness, identify barriers with the current system, and pinpoint potential solutions to improve public pre-K and K. Participants included eight female caregivers, three of whom identified as Black, two as Hispanic, and three as White. All families met the DOE's eligibility requirements to attend public preschool. Through two 90-minute focus groups, we found families conceptualized ECE as a time for humanizing and hands-on classroom practices. They questioned the concept of school readiness, instead advocating for ways that schools can be ready for their children. Furthermore, families identified accountability culture (testing, standardization of curricula, narrow focus on core academic content, etc.), as a problem, particularly upon kindergarten entry. Solutions to improve pre-K and K included representative curricula, more equitable funding, and opportunities for collaboration across education interest-holders (e.g., teachers, families, administration, etc.) at school, district, and state levels.

ChatGPT-Supported Education in Primary Schools: The Potential of ChatGPT for Sustainable Practices

This study aims to evaluate the potential of using ChatGPT at the primary school level from the teachers’ perspective within a sustainability framework. The research was conducted as a qualitative case study involving 40 primary school teachers in Turkey during the 2023–2024 academic year, all of whom had no prior experience with ChatGPT. Data collection tools included semi-structured interview forms and researcher diaries developed by the researchers. The data obtained were analysed using content analysis. The findings indicate that most primary school teachers believe ChatGPT is suitable for primary education and can contribute to Sustainable Development Goal (SDG) 4. Additionally, teachers noted that ChatGPT enriches the teaching process and is user-friendly. These findings suggest potential contributions to SDG 4.1 and SDG 4.2. However, concerns were raised regarding ChatGPT’s potential to provide false information, which may negatively impact SDG 4.7. The study also identified that ChatGPT is particularly suitable for mathematics, Turkish, and English courses. This study’s main contribution is that it shows how ChatGPT can help sustainable practices in primary education by getting teachers more involved and meeting specific curriculum needs. This gives us useful information for incorporating AI tools into education that is in line with SDG 4. It is recommended that training programs about ChatGPT and similar AI-supported tools be organised for teachers and parents.

Parental separation penalties among university students in Italy

AbstractThis paper addresses the long-standing question of whether parental separation shapes offspring school performance drawing on retrospective data from a group of university students in Italy, a country that has historically had very low separation rates yet has experienced an important rise in family dissolution over the last two decades. Using survey data from 1st-year enrollees in undergraduate courses in Economics and Statistics at two points in time (2000 and 2017), we explore whether the association between parental separation and children’s school performance (i) is observed both at the level of middle school (MS) and high school (HS); (ii) varies according to the age at which students experienced separation, and (iii) varies by parental socio-economic status (SES). Our results suggest that students whose parents separated before MS completion score on average 2 points less on the end-of-middle-school exam relative to students whose parents did not separate or separated after MS completion. Similarly, students whose parents separated before HS completion score 1 point less on the end-of-high-school exam relative to their counterpart. As such, we document a parental separation penalty both at the level of MS and HS, yet lower by half when separation occurs later in students’ life course. Moreover, for HS grade parental separation is associated with more negative consequences when students experience it at very young ages (0–5), while for MS grade heterogeneity by age is less clear-cut. Such penalties are concentrated among children of low-educated mothers, particularly for HS, providing support to the “compensatory advantage” hypothesis predicting smaller penalties for children of high-SES parents. Overall, findings from this study corroborate existing evidence suggesting that the consequences of parental separation vary depending on a combination of social background and the “selectivity” of the educational outcome considered.

The Influence of Emotional Intelligence on Student Learning Outcomes: A Study of Physical Education in Junior High School Students

Excellent teachers will produce quality students who resemble their teachers. Teaching is a very challenging and stressful job that creates emotional stress for teachers and significantly impacts students. Studies of emotional intelligence with student learning outcomes at the junior high school level in physical education subjects still need to be completed. Therefore, a deeper exploration in this study was conducted to uncover it. This study analyzes the relationship between emotional intelligence and students’ physical education learning outcomes in junior high school. The participants in this study were junior high school students in Southeast Maluku Regency. The sampling technique used was random sampling, namely sampling from population members in a simple random manner. The research instrument used emotional intelligence, namely, an assessment rubric developed by Daniel Goleman and a physical education learning outcomes test. The results showed that emotional intelligence significantly affected students’ physical education learning outcomes. The correlation between study habits and students’ physical education learning outcomes obtained in this study shows its meaningfulness. It provides a clue that study habits are one of the main factors contributing to student learning outcomes. From the results, improving study habits will significantly contribute to students’ learning outcomes in physical education. Consequently, this study contributes to the body of knowledge on emotional intelligence by offering implications for teachers at primary to higher education levels. Keywords: emotional intelligence, learning outcomes, physical education

Breaking Barriers: Research and Development of Infinity Vocabulary Game App to Improve English Vocabulary of Fifth Graders

Learning English at the primary school level holds significant relevance in preparing students to face global challenges in the future. Appropriate technology can support English language Learning, allowing students to experience maximum development. This research elaborates on developing and utilizing the Infinity Vocabulary Game App, which is tailored to meet the needs and enhance the English vocabulary of grade 5 students in Tangerang. The study utilized the ADDIE model, which covered analysis, design, development, implementation, and evaluation, along with a quantitative experimental approach. A pretest-posttest design was applied involving 66 participants of grade 5 students from SDN Sewan Kebon, divided into an experimental group (28 students), a control group (28 students), and a small-scale test group (10 students). Data collection tools, including observations, interviews, rubrics, questionnaires, and the Infinity game application, have been validated by experts. The N-Gain test showed a high effectiveness score of 0.72. The Mann-Whitney test revealed significant differences in average scores between the experimental and control groups. The research indicated that the Infinity game application was efficient and significantly improved students' English vocabulary. Furthermore, the students experienced high satisfaction and motivation when using the Infinity game application.

Self-esteem conditions at the elementary school level in the state of Sinaloa, Mexico

At the basic school level, students go through personal and academic situations that cause them tension or discomfort when it is necessary to face facts, due the lack of social skills to give solution to problems, they lack the capacity to communicate feelings and emotions to people in a correct way, and thus reach an acceptable agreement for all the people involved. The present research has the objective of analyzing the conditions of self-esteem in the basic education environment in the state of Sinaloa, considering the factors that intervene and the changing context, as well as the intervention of the teacher. Faced with this diversity of situations, it is essential that the teachers implement strategies and innovative activities that help students to develop their knowledge, communication skills, confidence and security oriented to planned educational objectives, therefore, it is important to know each of the students in their ways of thinking to develop activities that contribute to their training. The limitations in self-esteem are linked to the cultural context in which individuals have grown and the behavior of this type can be molded in the educational processes.

Language Policy under NEP: 2020 – A Critical Analysis

Education is the backbone of a country. Education also plays vital role to upload national unity. Thus education policy always plays a congruent role in the spread of education in a country. Education policy acts as a basic requirement of a country. Any education policy sets on the analysis of the past. It deals with the need of the present days and also focuses on the possibilities of the future. Like the other countries, India also felt the need of a well- planned education policy to ensure all-round development of our society at large. The new education policy of India enlightens preservation as well as development of all Indian languages but the problem lays in the fact that India being a multilingual and multicultural country will select which particular language as a medium of instruction in the education system. NEP 2020 for the first time harps on introducing mother tongue as a medium of instruction at the primary level. All the relevant aspects of language issues are carefully integrated from paragraphs 4.11 to 4.22 very carefully under the heading ‘Multilingualism’ in NEP 2020. The inclusion of many vernacular languages in educational curriculum will definitely protect endangered languages in India. It will also help the students to be connected with the culture of the nation. Indirectly, this will help our students to increase qualitative creative skills. NEP 2020 has proposed to implement ‘Three-Language-Formula’ to promote multilingualism from the school level. The objective of NEP 2020 is to make the students proficient in different languages and also know the mother tongue to be respectful and knowledgeable about the ancient literature. The objective of this study is to identify the necessity of new education policy (NEP 2020) and its impact on education system of our country for holistic development of the students from primary to higher education. Key Words: Education system, Multilingualism, Multicultural, Holistic Development, Three-Language Formula.

AI MyData: Fostering Middle School Students’ Engagement with Machine Learning through an Ethics-Infused AI Curriculum

As initiatives on artificial intelligence (AI) education in K-12 learning contexts continues to evolve, researchers have developed curricula among other resources to promote AI across grade levels. Yet, there is a need for more effort regarding curriculum, tools, and pedagogy, as well as assessment techniques to popularize AI at the middle school level. Drawing on prior work, we created original curriculum activities with innovative use of existing technology, a new computational teaching tool, and a series of approaches and assessments to evaluate students’ engagement with the learning resources. Our curriculum called AI MyData comprises elements of ML and data science infused with ethical orientation. In this paper, we describe the novel AI curriculum and further discuss how we engaged students in learning and critiquing AI ethical dilemmas. We gathered data from two pilot studies conducted in the Northeast United States, one Artificial Intelligence Afterschool (AIA) program, and one virtual AI summer camp. The AIA program was carried out in a local public school with four middle school students aged 12 to 13; the program consisted of eleven two-hour sessions. The summer camp consisted of two-hour sessions over four consecutive days, with eighteen students aged 12 to 15. We facilitated both pilot programs with hands-on plugged and unplugged activities. The method of capturing data included artifact collection, structured interviews, written assessments, and a pre- to post-questionnaire tapping participants’ dispositions about AI and its societal implication. Participant artifacts, written assessments, survey, observation, and analysis of tasks completed revealed that the children improved in their knowledge of AI. In addition, the AI curriculum units and accompanying approaches developed for this study successfully engaged the participants, even without prior knowledge of related concepts. We also found an indication that introducing ethics of AI to adolescents will help their development as ethically responsive citizens. Our study results also indicate that lessons establishing links with students’ personal lives (e.g., letting students choose personally meaningful datasets) and societal implications using unplugged activities and interactive tools were particularly valuable for promoting AI and the integration of AI in middle school education across the subject domains and settings. Based on these results, we discuss our findings, identify their limitations, and propose future work.

The Effect of Video-based Learning Media on the Learning Interest of Elementary School Students

In the learning process, students’ interest in learning plays a crucial role. At the elementary school level, low interest in learning can impact their overall academic performance. Therefore, it is important to use appropriate learning strategies and adequate learning media to improve students’ interest and learning outcomes. The purpose of this study is to investigate the use of video learning media in the independent curriculum, specifically in the subject of natural and social science. Students were divided into two groups using randomization techniques, namely the experimental group of 30 and the control group of 30. In the experimental group, the manipulation used was exposing animated videos as learning media and using conventional methods (lectures) for the control group. After the intervention, both groups measured the level of student interest in learning using a learning interest scale using a four-level Likert scale questionnaire. Through the hypothesis test using an independent samples t-test, it was found that the sig. value was 0.000<0.05. From these results, we can conclude that learning using video-based learning media affects the learning interest of 4th-grade students. Keywords: video-based learning, learning interest, elementary school

The role of information flows in trust-based management

PurposeThis paper explores the role of work-related information flows in trust-based management in public sector organizations. Whereas the relationship that trust affects information sharing between employees as such is well known, the opposite relationship where information flows that facilitate access to and sharing of work-related information affect trust is less studied.Design/methodology/approachThe paper analyses survey data from 481 employees at lower hierarchical levels in home care and schools in the City of Oslo four years after the City Council decided to implement trust-based management, using structural equation modelling (SEM).FindingsThe results from the path models indicate that work-related information flows mediate the impact of trust-based management, contribute to the development of trust in managers and increase employee autonomy.Practical implicationsA practical implication is that work-related information flows seem to be an important design variable in trust reforms. Organizations that plan to implement more trust-based management should therefore pay close attention to how changes in management systems and leadership practices impact work-related information flows.Originality/valueThis paper contributes to the public management literature and research on trust reforms by identifying the role of work-related information flows as a mediator in trust-based management. The paper provides new insights into the relationship between information flows, trust and autonomy by combining perspectives from public management, information studies and organizational behaviour.

Nutritional Status of Children Attending Basic Schools Providing Mid-Day Meal A Comparative Study

World Health Organization has stated malnutrition as a condition where there is deficiencies, excesses, or imbalances in an individual's energy and/or nutrient consumption. In Nepal, the government school is mandatory to provide MDM to students up to basic school level. Education system consists of one year of pre-primary to grade 8 known as basic schools. This study aimed to find out the nutritional status of schoolchildren attending basic schools in rural and urban municipalities providing and comparing between those children having midday meal in school with those who are not having. .A cross - sectional, analytical study was designed, multistage sampling techniques were used , where the lottery method was used for the selection of municipalities and schools and simple random sampling technique for the selection of students by using a table of random numbers. A total 276 students were selected of both genders. Data collecting included of anthropometric measurement and structured questionnaire of dietary habit. Among 276 students mean age was 7.76  3.229. MUAC of aged 3-8 years was 14.84  1.35 and BMI of aged above 8 years old was 14.98  2.50. Among them 50.4% were male. 4.3% among 3-5 years group presented with SAM. Age and sex was significantly associated with nutritional status p-value 0.007 and 0.008 respectively. Both parents’ education was associated with Nutritional status of child (p-value 0.001). Children not having MDM in school are more vulnerable of malnutrition (p-value 0.015). MDM is more significant for malnutrition (AOR: 0.364 CI: 0.139- 0.953, p-value 0.41). Nutritional status of those not having MDM in schools are likely to have malnutrition by 1.913times than those having MDM provided by schools (CI: 0.867-4.22, p-value 0.002). The prevalence of malnutrition is significantly associated with parents’ education, consumption of EDNP, and MDM provided by schools.

Noticing Students’ Geometry Learning Using Van Hiele’s Geometry Thinking Model at the Senior High School level in Builsa South District of Upper East Region

Noticing Students’ Geometry Learning Using Van Hiele’s Geometry Thinking Model at the Senior High School level in Builsa South District of Upper East Region

The internal relationship of college students’ physical exercise behavior and related factors based on ecological model

Background: The persistence of college students’ physical exercise behavior has an important impact on their physical health level and their positive psychological effects. The health behavior ecology model is more comprehensive and progressive than other exercise psychology theories in explaining the effect of physical activity intervention on long-term maintenance. Based on this, In this study, using the socio-ecological model theory as the entry point, applying five different levels of influencing factors in the theoretical model to the field of adolescent physical exercise behavior, The aim is to seek the internal connection between the ecological factors that promote college students’ physical exercise behavior through the investigation, so as to provide corresponding intervention strategies for promoting the healthy development of their physical fitness. So as to promote the formation of college students’ physical exercise habits. Methods: In 2023, 1015 college students were surveyed by questionnaire and measurement scale, followed by descriptive statistical analysis of college students’ current physical exercise behavior, and factor analysis of ecological factors affecting college students’ physical exercise. Results: From the behavior characteristics of college students’ physical exercise, different gender of college students in physical exercise, weekly exercise, exercise time is very significant difference (P < 0.001), the boys in sports participation higher than girls 15.2%, choose occasionally exercise boy’s ratio 10% higher than girls, girls do not participate in exercise more than boys. In terms of exercise time, a few boys choose to do physical exercise on weekends; the proportion of boys in more than 60 min of physical exercise is 7 percentage points higher than girls. In the time of extracurricular exercise, support of parents and physical exercise (P < 0.05), there was no significant difference between male and female students in the aspects of intensity of each exercise, participation in sports competition and reasons for not exercise (P > 0.05). The principal component analysis of the influencing factors of college students’ physical exercise behavior was conducted from the individual, family, school, community, and policy levels. The KOM value was 0.984, which met the judgment criteria of factor analysis. Through principal component analysis of the above five levels, according to the requirements of factors greater than 1, the individual level, family level, school level and policy level respectively two factors, corresponding cumulative contribution rate is 56.545%, 595.350%, 64.870% and 85.700% respectively, community level three factors, corresponding to the cumulative contribution rate of 76.450%. Conclusion: The advantage of the health behavior ecology model is that the comprehensive intervention strategies based on multi-level, multi-level effects greatly expand people’s understanding of the intervention. This model is applied to the field of physical health promotion of college students, to study human exercise behavior through the joint action of physiological, psychological and environmental factors, so as to more comprehensively reveal the various factors of exercise behavior, as well as the mutual relationship and influence between them. The results of this study indicate that: among the ecological factors that affect the physical exercise behavior of college students, the individual factors of college students are a necessary condition for physical exercise, while family, school and community factors affect the direction of the change and development of college students’ physical exercise behavior. Policy factors are a powerful driving force for college students’ physical exercise behavior. Only by considering the relationship between the relevant factors can we better understand the characteristics of college students’ physical exercise development, put forward the corresponding intervention strategies, and promote the formation of college students’ physical exercise habits through effective ways.

Partial Meanings that a Teacher Mobilizes for Learning Limits at the School Level

Objective: The objective of this study is to analyze the partial meanings of the function limit object in a variable that a teacher mobilizes when teaching the Calculus unit at the school level. Theoretical Framework: For the analysis of the partial meanings of the mathematical object, the epistemic configurations proposed by the OntoSemiotic Approach to Mathematical Cognition and Instruction (OSA) were used. Method: The study is qualitative in nature and its methodological design is an instrumental-descriptive case study.. To carry out the analysis of the meanings mobilized by the teacher, a semi-structured interview, teaching material, field notes from class observation and the notes of two students of the course were used. Results and Discussion: The results obtained revealed that the teacher preferentially mobilizes the last two epistemic configurations of the mathematical object and to a limited extent some primary objects of other configurations. Research Implications: The research provides a reflection for the pedagogical practices of teachers regarding the epistemic richness of the mathematical object, mainly to Chilean teachers, who must teach said object promoting all its partial meanings according to the requirements of the Chilean school curriculum. Originality/Value: The research lies in the importance of the pedagogical practices that teachers should consider when teaching said object, in particular, the mathematical richness of the partial meanings of the object.

Learning in motion! Design of an evidence-based professional development programme to empower teacher educators to adopt play-based, gender-responsive pedagogies

ABSTRACT The 2030 Agenda for Sustainable Development calls for action to achieve global goals relating to quality education and gender equality. Teacher education is a setting where novel pedagogical practices can be introduced and mainstreamed, ultimately influencing the educational experience at the school level. This study aimed to design a professional development programme to support teacher educators at Palestinian universities to adopt gender-responsive and play-based learning practices. The researchers used the Behaviour Change Wheel (BCW) to develop an evidence-based intervention, resulting in the selection of six intervention functions (education, persuasion, training, environmental restructuring, modelling, and enablement) and 16 behaviour change techniques from the following taxonomy categories: natural consequences, feedback and monitoring, comparison of outcomes, comparison of behaviour, shaping knowledge, repetition and substitution, antecedents, social support, and goals and planning. Mode of delivery primarily involved face-to-face group-based facilitation. Using the BCW to guide the intervention development process allowed for a comprehensive review of teacher educators existing perspectives and the design of programme content to support them to change their teaching practices. The resulting novel professional development programme for teacher educators will be further researched to confirm relevance and impact.