School Settings Research Articles

Exploring the interplay of semantic knowledge in bilingual children: heritage language and second language

This study investigates the semantic development of heritage bilingual preschool children aged 3 to 5 who acquire Cantonese as their heritage language (HL) at home and English as their community language (L2) in school settings. The research examines how bilingual children organize and access their vocabulary in two distinct languages and how their heritage language influences semantic development in L2. We examined their performance in Word Association Identification Task (WAID) and Word Association Task (WAT) in both languages. Results showed that they perform similarly in WAID in both languages, with higher accuracy in semantically unrelated conditions. The WAT results showed that children had more syntagmatic responses in Cantonese than in English, but had similar paradigmatic responses in both languages. Regression analysis revealed that paradigmatic responses in Cantonese predicted children's English paradigmatic responses. Their English paradigmatic responses were also associated with WAID performance in English. This study contributes to understanding heritage bilingual children's semantic development, with implications for education and language support.

Substanzkonsum und Nutzung von sozialen Medien, Computerspielen und Glücksspielen unter Auszubildenden an beruflichen Schulen

ZusammenfassungHintergrundDas Ziel der vorliegenden Arbeit war die Erfassung der Verbreitung des (problematischen) Konsums von Alkohol, Tabak und Cannabis sowie der (problematischen) Nutzung sozialer Medien, von E‑Produkten, Computerspielen und Glücksspielen unter Auszubildenden.MethodeQuerschnittliche Befragung von 4591 Auszubildenden an 17 beruflichen Schulen in Bayern, Schleswig-Holstein und Hamburg. Die Datenerhebungen mittels Fragebogen erfolgten zwischen März 2021 und April 2022. Die primären Endpunkte waren die 30-Tages-Prävalenz und das problematische Konsum- und Nutzungsverhalten der genannten Substanzen/Verhaltensweisen auf Basis von Screening-Instrumenten.ErgebnisseSoziale Medien wurden mit einer 30-Tages-Prävalenz von 97,7 % am häufigsten von den Auszubildenden genutzt, gefolgt von Alkohol (64,3 %) und Computerspielen (55,8 %). Zigaretten wurden von 35,1 %, E‑Produkte von 17,9 % und Cannabis von 15,4 % konsumiert. Glücksspiele betrieben 12,2 % der Auszubildenden. Ein problematischer Konsum lag für Alkohol bei 47,4 %, für Tabak bei 18,0 %, für E‑Produkte bei 6,2 % und für Cannabis bei 1,6 % der Auszubildenden vor. Eine problematische Nutzung sozialer Medien wiesen 45,0 % der Auszubildenden auf, bei Glücksspiel waren 2,2 % und bei Computerspielen 0,7 % betroffen.DiskussionDie Ergebnisse weisen darauf hin, dass es sich bei Auszubildenden um eine Risikogruppe für Suchtprobleme handelt, die erhöhten Interventionsbedarf aufweist. Vor allem Angebote der Sekundärprävention in den Bereichen Alkohol und soziale Medien sollten aufgrund ihrer weiten Verbreitung im Setting Berufsschule beachtet werden.

Exploring the Role of Multimodal Metaphor through Gestures in Middle School English Education

Introduction: As scholarly interest in metaphorical gestures has burgeoned in recent years, the exploration of these non-verbal communicative cues has primarily centered on domains, such as speeches, advertisements, and movies. Surprisingly, there exists a notable dearth of research specifically delving into the nuanced role of metaphorical gestures within the realm of English teaching, especially in middle school settings. This study sought to address this gap by strategically selecting two nationally recognized English courses taught in middle school English classrooms. The study aimed to explore the role of multimodal metaphor in gestures and provide some inspiration for middle school English teachers. Methodology: In this research, two videos from National Excellent Courses were selected for analysis using a multimodal annotation tool, namely EUDICO Linguistic Annotator (ELAN). The course selected was the middle school English teaching design course, and the students involved were from Beijing Normal University, China. All gestures analyzed were classified into three types of metaphors, namely ontological, structural, and orientational. Results: The findings indicated that ontological metaphors occurred most frequently, followed by orientational metaphors, with structural metaphors being the least frequent This research demonstrated the cognitive process of conceptual metaphor in classroom gestures with concrete examples. Conclusion: In contemporary middle school English classrooms, relying solely on textual material is insufficient for fully supporting the teaching process. This study substantiates that employing multimodal metaphors in gestures can enhance teachers’ ability to motivate students effectively and facilitate improved interaction and semantic communication. The study provides English teachers with valuable guidance on implementing multimodal teaching strategies utilizing metaphorical gestures.

Who is taking dance electives, when, and for how long? Adolescents’ dance participation and persistence in middle and high school

ABSTRACT Inclusive and equitable dance education practices remain an important issue in United States public school settings. We explore adolescents’ participation in public school dance electives through the examination of an ethnically diverse, longitudinal sample of students living in Miami, Florida (N = 24,368), as they progress through secondary school between the 2009–2010 and 2015–2016 academic years. We describe participation rates in dance electives and give results from linear probability regression models showing the characteristics (demographics, school readiness skills, prior school suspension, attendance, and academic achievement) of adolescents who enroll and persist in dance electives between middle and high school. We found that 14% of students enrolled in a dance elective during middle school and only 2% of students did so in high school. The highest levels of uptake in dance electives occurred in 7th and 9th grade. Most adolescents enrolled in a dance elective for only one academic year. Ethnicity, gender, disability status, and prior academic performance were significant predictors of initially selecting into a dance elective in middle school, and for persisting in a dance elective in high school. These results prompt further discussion of the integration of inclusive dance pedagogy in public school contexts.

Shadow Education Uptake in Ireland: Inequalities and Wellbeing in a High-Stakes Context

ABSTRACT This paper assesses the role of shadow education (SE), i.e., organised learning activities outside formal schooling, in the lives of secondary school students of different social backgrounds and in different school settings, in a high-stakes context. It draws on multilevel analysis of longitudinal Growing Up in Ireland data, alongside narratives from in-depth case study research in 10 schools. Framed within a social reproduction approach, we show how access to SE as an educational resource is socially stratified, accessible to those with greater levels of family resources, and those attending schools with higher socio-economic student intakes. SE is viewed as an investment, particularly among students with average and above average levels of prior attainment, while high attaining students are less likely to use SE. Perhaps reflecting the normalisation of SE in the Irish context, students do not directly link engagement in such tuition to their socio-emotional wellbeing.

The relationship between eating patterns and physical activity with obesity among elementary school children: A case-control study

In broad terms, eating patterns encompass three primary components: the type of food consumed, the frequency of eating occasions, and the portion sizes consumed. Schools are recognized as pivotal settings for initiatives aimed at preventing obesity, particularly given the potential for multifaceted interventions when addressing obesity and its associated health issues in childhood. These interventions may involve diverse strategies targeting dietary habits, physical activity levels, and broader environmental factors within the school setting. In local data between 2017 and 2020, the Province of Yogyakarta reported a 6.01% increase in the prevalence of obesity, with Yogyakarta City having the highest rate at 14.73%. This study aimed to investigate the connection between obesity in elementary school students and their eating habits and physical activity levels. This study uses a case-control methodology and is an analytical observational investigation. Purposive sampling was used in the sampling process, with 20 kids serving as the case group and 40 as the control group. Data was obtained using the formulas for physical activity, meal frequency, and 24-hour recall. The Chi-square test was used to examine the results. The results show the relationship between physical activity and eating patterns. Also, children with low physical activity have a 1.14 times greater risk of developing obesity than children who have moderate physical activity. The study's findings suggest a clear correlation between obesity dietary choices and physical activity levels. Effective management of an individual's weight necessitates involvement from their family in regulating their eating habits and encouraging physical exercise. Thus, it can be inferred that eating behaviors and levels of physical activity significantly contribute to the development and management of obesity.

Optimizing extracurricular activities assignment and related logistical deployment cost between collaborating schools

AbstractIn contemporary urban societies, where both parents are working full‐time, a significant number of schoolchildren engage in extra‐curricular activities after school. These activities can be organized by the school itself and take place in the school. However, sometimes few schoolchildren are interested in an activity organized by the school, or the schoolchildren's preferences do not match the school's offering at all, while on other occasions the school has limited availability for a popular activity. To expand the number of activities offered to their schoolchildren, some schools form a collaborating network, sharing their extracurricular activities and making them accessible to all schoolchildren. Thus, schoolchildren from any school may attend activities organized by other schools in the network. In this case, however, transport of the children between schools must also be organized. This problem can be framed as a school bus routing problem with some special features. A mixed‐integer linear optimization model is proposed for the integrated assignment of extracurricular activities and cost‐effective vehicle routing. The objective of the model is to minimize unmet demand for extracurricular activities while taking into account the constraints related to the facilities and transport. This model has been tested on a set of instances to analyze its performance, with the goal of deploying it for the projected levels of demand in a city of about 100,000 inhabitants. The results are compared with the current situation and the clustering of the set of schools.

Abstract 3945: The development of a culturally adapted tobacco prevention curriculum for LGBTQ+ youth across California: Formative research

Abstract Purpose: LGBTQ+ youth exhibit some of the highest rates of tobacco use and tobacco-related morbidity and mortality, making access to cancer prevention at an early age particularly critical. The purpose of this study is to develop an LGBTQ+ culturally tailored tobacco prevention curriculum within the Stanford Tobacco Prevention Toolkit, to help prevent LGBTQ+ students from starting or escalating the use of any tobacco product. Methods: A community-based participatory research (CBPR) was established between the Cedars-Sinai Cancer Research Center for Health Equity, facilitated by Community Outreach and Engagement, in collaboration with The Wall Las Memorias and the Stanford REACH Lab to conduct basic formative focus groups in the LGBTQ+ community. Seventy-six participants were recruited, and 9 focus groups were conducted (33 participants among LGBTQ+ youth; 19 community advocates and educators; and 24 parents/caregivers/guardians). A thematic analysis was conducted to identify lesson topics and subject matter content to be included in the curriculum and the best strategies to deliver the lesson to LGBTQ+ youth. Results: Several themes emerged from the focus groups, including an overall theme noting a desire for more safe spaces and peer support to discuss tobacco, vaping, and marijuana use among LGBTQ+ youth. LGBTQ+ youth noted tobacco, vaping, and marijuana were very accessible through friends and social groups in the school setting. They also expressed that tobacco, vaping, and marijuana use were associated with pressures to fit in, an increasing ‘normalization’ of marijuana use, and social media channels that glorify vaping and tobacco use. LGBTQ+ youth also expressed that they do not see tobacco prevention messaging relevant to themselves or their peers nor through their preferred information channels. Parents, educators, and community advocates expressed that they would like to be offered opportunities for education and direct involvement in LGBTQ+ research. With this information, the REACH Lab is developing the LGBTQ+ curriculum. Conclusions This CBPR approach builds upon the existing validated set of curricula contained in the Stanford Tobacco Prevention Toolkit, which is theory-driven and has reached over 3 million middle and high school students. Once completed, the LGBTQ+ Focused Tobacco Prevention Curriculum will be added to the Tobacco Prevention Toolkit and will be the first informed/validated tobacco prevention program for LGBTQ+ youth. Citation Format: Michael Fine, Zulfikarali Surani, Laurel J. Finster, Juanita T. Greene, Carly L. Kajiwara, Richard Zaldivar, Bonnie Halpern-Felsher, Robert W. Haile. The development of a culturally adapted tobacco prevention curriculum for LGBTQ+ youth across California: Formative research [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2024; Part 1 (Regular Abstracts); 2024 Apr 5-10; San Diego, CA. Philadelphia (PA): AACR; Cancer Res 2024;84(6_Suppl):Abstract nr 3945.

Expanding Education Researchers' Access to Classroom Observation Data With a Remote and Cost-Effective Video Data Collection Protocol.

The onset of the COVID-19 pandemic and associated long-term shifts to virtual instruction among most US schools presented notable challenges among education researchers. Ongoing projects conducted in school settings experienced sudden losses of access to teacher and student participants, in many cases leading to severe interruptions to data collection efforts. Perhaps most notably, upon returns to in-person instruction in the 2021/22 academic year most schools instigated strict policies limiting the number of non-school personnel who could enter school buildings, including researchers conducting in-person data collections. As such, many researchers had to find alternative means to gather data. In this paper, we offer a new protocol that we created in response to these challenges that allows for the secure and fully remote collection of video data in school settings. This new protocol not only addressed the immediate needs of the focal study but also addresses some of the most notable barriers to collecting classroom video data in the field of education research at large. In this paper, we describe the initial development and application of this protocol among a local study of elementary teachers, as well as the scaling of this protocol in a study of elementary teachers in multiple states. It is our hope that this protocol can expand education researchers', practitioners', and policymakers' access to classroom video data.

Air Cleaners and Respiratory Infections in Schools: A Modeling Study Based on Epidemiologic, Environmental, and Molecular Data.

Using a multiple-measurement approach, we examined the real-world effectiveness of portable HEPA air filtration devices (air cleaners) in a school setting. We collected data over 7 weeks during winter 2022/2023 in 2 Swiss secondary school classes: environmental (CO2, particle concentrations), epidemiologic (absences related to respiratory infections), audio (coughing), and molecular (bioaerosol and saliva samples). Using a crossover design, we compared particle concentrations, coughing, and risk of infection with and without air cleaners. All 38 students participated (age, 13-15 years). With air cleaners, mean particle concentration decreased by 77% (95% credible interval, 63%-86%). There were no differences in CO2 levels. Absences related to respiratory infections were 22 without air cleaners vs 13 with them. Bayesian modeling suggested a reduced risk of infection, with a posterior probability of 91% and a relative risk of 0.73 (95% credible interval, 0.44-1.18). Coughing also tended to be less frequent (posterior probability, 93%), indicating that fewer symptomatic students were in class. Molecular analysis detected mainly non-SARS-CoV-2 viruses in saliva (50/448 positive) but not in bioaerosols (2/105) or on the HEPA filters of the air cleaners (4/160). The molecular detection rate in saliva was similar with and without air cleaners. Spatiotemporal analysis of positive saliva samples identified several likely transmissions. Air cleaners improved air quality and showed potential benefits in reducing respiratory infections. Airborne detection of non-SARS-CoV-2 viruses was rare, suggesting that these viruses may be more difficult to detect in the air. Future studies should examine the importance of close contact and long-range transmission and the cost-effectiveness of using air cleaners.

Reliability of a Tablet Computer-Based Dyslexia Screening Application Using an Eye-Tracking System

Purpose: The early detection and management of dyslexia are crucial for preventing irreversible educational gaps and various negative consequences for affected students. However, diagnosing dyslexia is challenging because it requires a comprehensive assessment. Dyslexia screening tests that utilize fast, automated, computer-based technology can be useful for early identification and management. In this paper, we introduce a tablet computer-based dyslexia screening application that uses an eye-tracking system and verify its reliability.Methods: The study included 200 participants between 8 and 13 years of age from an elementary school, all of whom underwent dyslexia screening tests twice. The screening was conducted using the VisualCamp SeeSo eye-tracking Android Software Development Kit v3.0.0, implemented on Samsung Galaxy Tab S5e tablets. The eye-tracking system measured reading speed by gaze, mean gaze fixation time, gaze fixation frequency, saccadic length, and regression ratio. To assess the reliability of the two sets of measurements, the intraclass correlation coefficient (ICC) was employed.Results: Excellent reliability was found for measurements of gaze fixation frequency (ICC=0.83), gaze fixation mean time (ICC=0.82), and reading speed by gaze (ICC=0.76), and good reliability for measurements of regression ratio (ICC=0.75) and saccadic length (ICC=0.72).Conclusion: This study demonstrated that the tablet computer-based dyslexia screening application reliably measured eye movements in subjects with dyslexia. Furthermore, the application proved to be highly reliable and potentially suitable for use in clinical or school settings, eliminating the need for a laboratory environment and extensive equipment.

The purpose of primary physical education: The views of teacher educators

This paper reports on the first phase of a longitudinal project investigating the perceived purposes that different stakeholders have for primary physical education (PE). In the study, the views of 19 teacher educators from seven countries across Europe were sought. While teacher educators may have some influence across the layers of an education system, little is known about this stakeholder group and their views about primary PE. Analysis of focus group conversations depicts that, while the teacher educators come from a wide range of contexts, their views on the purposes of primary PE were more similar than different. With primary PE in danger of disconnecting into different schools of thought, this finding is important because it suggests that more coherent and connected approaches have the potential to be developed. In line with most government policies from the seven countries, similarities focused on both an educational and outward-looking view of primary PE. Significantly, while the teacher educators recognised the key role of physical learning in primary PE, they also highlighted how children's social, emotional, and cognitive learning form part of an integrated view of primary PE. Teacher educators recognised the importance of primary PE expanding beyond the hall/gymnasium and into classroom, school, and community settings. However, some concerns were voiced about the influence of outsourcing and sport agendas that currently dominate. The views of these teacher educators offer a useful starting point for further investigation, particularly as they present the purposes of primary PE from both an integrated and educational perspective.

Teaching in a P-12 private or public school: is there a difference in teacher motivation?

ABSTRACT The purpose of this study was to compare motivations of teachers in P-12 private school settings with those in public school settings in a midwestern state in the United States. Through convenience sampling, 2315 surveys were sent out with 73 private and 234 public school teachers agreeing to participate. Descriptive statistics and t tests revealed that teachers from private schools responded statistically significantly lower than teachers on intrinsic career value (d = −.48), job security (d = −.47), family time (d = 1.04), social equity (d = −.43), work with children (d = −.41), prior experience (d = −.46), and social influences (d = −.43). The teachers from private schools scored statistically significantly higher on difficulty (d = .68), social dissuasion (d = .42), and satisfied teaching (d = .41) factors. The findings suggest that teachers in private and public-school settings are motivated to teach for different reasons.

TRANSFORMASI PENDIDIKAN MELALUI COGNITIVE BEHAVIOUR THERAPY (CBT): SUATU ANALISIS LANDSKAP BIBLIOMETRIK

This bibliometric study investigates the trends, scope, and impact of Cognitive Behaviour Therapy (CBT) within the educational context for children and adolescents, utilizing a literature analysis of publications from 2019 to 2023. The research adopts a quantitative approach, leveraging the Scopus database for mathematical and statistical analysis of published articles, aided by Scopus Analyser and VOSviewer software. A total of 709 articles were selected, focusing on the application of CBT in social sciences, arts, humanities, and psychology. The study reveals dynamic trends in academic output, with a peak in 2021 followed by a decline, reflecting fluctuating scientific interest or funding. The primary research fields are psychology and medicine, emphasizing the interdisciplinary nature of CBT. Significant emphasis is placed on psychological interventions for early childhood developmental disorders, mental health in school settings, and anxiety disorders in adolescents. The analysis of prolific authors and co-citation networks offers insights into key contributors and collaboration patterns. Central terms such as "autism," "school child," "behavior therapy," and "mental health" emerge as focal points, highlighting active areas of research. The study also examines the sources of journal publications, identifying leading journals in the field. The findings affirm the effectiveness of CBT in addressing psychological and behavioral issues in the education of children and adolescents, contributing to a deeper understanding of CBT's role in special education and providing a foundation for future research, policy-making, and academic collaborations.

Learning through practice: the experience of secondary school TVET teachers in Chile

ABSTRACT This article summarizes the main results of a research on teachers working in secondary school VET in Chile by reviewing the principal features of teacher professional identity, including their beliefs and perceptions about teaching for job and their experiences in the context of the school settings in which they work. Empirical findings were collected from a survey of 490 teachers and 31 in-depth interviews. Analysis of these findings shows the emergence of a distinctive teacher professional identity. The identity emphasizes a practical teaching model that is associated with the application of a pedagogy of accompaniment, but which also demonstrates tensions and difficulties of interaction regarding the traditional academic school model. Teachers pointed out as common the weakness of institutional support, the weak link with employers and productive agents and the recurrent need to show their own individual initiative in order to face the challenges of training students.

Teacher Experiences of Restraint Events and School District Policies on the Use of Restraint with Children With Disabilities

Physical restraint is an emergency procedure restricting the movement of an individual and is used in events where students pose an imminent threat of physical harm to themselves or others. Students with disabilities are subjected to these procedures seven times more than typically developing students. Over the past decade, there has been substantial policy reform on the use of restraint; however, policies still vary across the country. Additionally, research on experiences of the use of and policy on restraint in school settings is incredibly limited. The current study expands the body of literature by investigating teachers’ experiences, and factors associated with experiences, of restraint events and district policy utilizing a multiple-methods survey design. One hundred eighty Prekindergarten through 12th-grade teachers working in a variety of school settings across the country completed a self-report online survey. Results revealed variability in experiences of restraint events and school district policies. While most participants reported following the district policy as written, level of education significantly impacted teachers’ adhering to the policy, wherein those with higher levels of education were less likely to follow the policy. Implications for policy and practice are provided.

Innovative Sunday School Strategy Shaping the Character of Generation Alpha

This research explores innovative strategies to shape the character of Generation Alpha within Sunday School settings, addressing the challenges posed by technological advancements and generational shifts. Employing a qualitative approach and thematic analysis, the study reviews literature on Sunday School innovations, technology integration, character formation, and project-based learning. It identifies key themes: the historical origins of Sunday Schools, the integration of technology in Sunday School learning, character education through storytelling, and project-based learning. Findings underscore the significance of Sunday Schools in shaping moral character and adapting to contemporary needs. Examples of effective technology-based learning media are discussed, emphasizing the importance of aligning content with Christian values. Project-based learning is highlighted as a means to internalize Christian values and promote empathy and responsibility. Blended learning approaches are suggested to enhance motivation and engagement. This research contributes insights and recommendations for educators and church leaders to effectively mold the character of Generation Alpha within Sunday School contexts.

The Optimization of Hybrid Technology in Synchronous and Asynchronous Speaking Class

In an era characterized by dynamic shifts in the field of education, the pursuit of effective teaching remains a prominent objective. This study investigates a novel methodology that integrates hybrid synchronous and asynchronous methods to enhance students' English language speaking skills in the context of English language instruction. This study commences by underscoring the significance of possessing proficient English-speaking skills. Dynamic learning encompasses a combination of real-time interactions and exercises that can be completed at different times. The objective of this study is to elucidate the perspectives of educators towards the integration of hybrid synchronous and asynchronous methodologies in the instruction of English language skills, specifically in the context of speaking classes. Educators in high school or vocational settings ought to use a blended approach to English language instruction, specifically in the context of speaking courses. The research employed a descriptive case study approach. The study incorporated participants who were engaged in semi-structured interviews that encompassed questionnaires administered with high rates of close-ended responses. The findings of the study indicate that there is a significant impact of social and psychological elements on teachers' proficiency in online communication. The ramifications of these findings are of great importance for educators in the field of English language instruction. The utilization of hybrid synchronous and asynchronous approaches has the potential to enhance students' oral communication abilities within the classroom setting. In summary, the hybrid approach to English instruction, encompassing both ongoing and non-ongoing components, involves the inclusion of proficient-speaking teachers and actively engaged students in speaking-focused sessions.

A Systematic Analysis of Inclusion Teachers' Work Engagement: An In-Depth Study of Inclusion Teachers' Dedication, Passion, and Teachers’ Appreciation of Inclusion

Work engagement of inclusion teachers is a crucial factor affecting the quality of education for children with special needs in regular school settings. The role of the inclusion teacher is not only limited to the delivery of learning materials, but also includes dedication, passion, and appreciation for the special needs of these children. The method used is a Systematic Literature Review (SLR) which allows for a detailed examination of structured data search steps in the context of aspects of work engagement in inclusive teachers. Searches were conducted through databases such as Google Scholar, Semantic Scholar, Mendeley, and ResearchGate. The literature reviewed is limited to the years 2012-2022. Literature search keywords include Teachers' Work Engagement, Inclusive Teachers, and Inclusive Teachers' Vigor, Dedication, and Absorption. The results show that the dedication of inclusive teachers plays a key role in creating a learning environment that supports the development of children with special needs. Passion and appreciation of responsibility also contribute to determining the quality of education provided. Inclusive teachers with high levels of work engagement are considered important change agents in improving the quality of education for children with special needs.

The Role of the Periodic Table of the Elements of Green and Sustainable Chemistry in a High School Educational Context

The Periodic Table of the Elements of Green and Sustainable Chemistry (PT-GSC) represents a potentially meaningful tool for teaching and learning Green Chemistry. However, there is a lack of studies exploring the application of the PT-GSC in educational contexts. To contribute to filling this gap, a qualitative and participant approach was developed to examine the effects of using the PT-GSC in a high school setting, with a focus on analyzing the associated challenges and opportunities. Over a five-week period, 23 high school students enrolled in a chemistry course at a public school in Brazil worked in small groups to develop solutions for a case study addressing socio-scientific issues related to water scarcity in the local region using elements from the PT-GSC. Results from both the pre- and post-questionnaires, along with the written case study resolutions, provide evidence of the students’ knowledge gains, particularly in critical scientific literacy for Green and Sustainable Chemistry Education. The findings showed that the PT-GSC is an interdisciplinary tool for introducing students to Green Chemistry concepts within the broader societal and scientific ecosystem. The implementation of novel case studies incorporating elements from the PT-GSC is a way to support our ongoing work with students and the public, contributing to a sustainable future.