Publishing frequency: 4 issues per year Editor-in-Chief: Matjaž Duh The Journal of Elementary Education (JEE) is an international, peer-reviewed, open access journal that publishes scientific articles primarily but not limited to the area of elementary school education. It brings together academics and researchers from different European countries who seek to promote a vigorous dialogue between scholars in various fields both central and related to scientific enquiry in education. JEE accepts articles which promote advances in education also from closely related fields in Slovene, English and German language. Indexed databases: Scopus, DOAJ, Dimensions. Informational directories: AskBisht Journal Directory The Journal of Elementary Education is published with the support of the Slovenian Research and Innovation Agency Licence: CC BY
Univerzitetna založba Univerze v Mariboru
Editorial Address on the Coming of Age of the Journal of Elementary Education
Dear readers, esteemed authors, reviewers, and friends of our journal, today we stand before an important milestone – with the last issue of this year (Volume 18, Issue 4), the Journal of Elementary Education has officially come of age. This is not merely a number, but a symbol of the maturity, perseverance, and dedication that have guided us through all the years of our existence. When we set out on this path in 2008 with enthusiasm and courage, the decision to publish four issues per year seemed bold to many. Yet that very decision became the foundation upon which we have built our story. From the first double issues, humble beginnings, and limited resources, to the present day, when the journal stands as a recognized scientific forum, we have proven that perseverance and quality always pay off. Each year brought new challenges and new victories. In 2015, we gained valuable partners – the University of Primorska and Charles University in Prague. In 2019, we reached a turning point: inclusion in the Scopus database, which was both a recognition of our work and a promise for the future. Since 2020, the journal has been published in five issues per year, including special thematic issues that open new research horizons. Today, we can proudly say that more than 760 authors have published in our journal, contributing over 550 scientific papers, reviewed by nearly 800 experts. We receive more than ten submissions weekly, yet because of our high publication standards, we reject an average of 85%. It is precisely this unwavering commitment to quality that has led to our inclusion in the third quartile (Q3) of the global quality ranking as of 2024. The coming of age of our journal is more than a chronological milestone – it is proof that the Journal of Elementary Education has established itself as a reliable companion to researchers, as a space for dialogue, and as an echo of scientific discourse that enriches the field of primary education. Our journal covers a wide range of topics related to primary-level education. On this occasion, we call on colleagues, professors, and researchers to explore our archive when preparing their scientific contributions. We are confident that they will find content that sheds light on new perspectives and can be incorporated into their research. Citing articles from the JEE will contribute to the journal’s international recognition and elevate it further on the quality scale. On this occasion, we extend our sincere gratitude to all who have co-created our journey: the authors, reviewers, partner institutions, and loyal readers. Without your support, our story would be incomplete. May this coming of age mark the beginning of a new era in which we continue to strengthen quality, broaden horizons, and reinforce the importance of scientific inquiry. May the Journal of Elementary Education continue to be a beacon of knowledge, illuminating the path for future generations of researchers and educators. For the Editorial Board of the Journal of Elementary Education Editor-in-Chief Faculty of Education, University of Maribor
Copyright (c) 2025 Matjaž Duh https://creativecommons.org/licenses/by/4.0
Temperamental Correlates and Predictors of Toddler Adaptation to Nursery
This study aimed to analyse the relationship between children’s adaptation to nursery and children’s temperament. The results show a statistically significant relationship between children’s shyness and emotionality and the time of adaptation to nursery. Shy children displayed more negative and less positive behaviours during adaptation. Children with less control over their emotional reactions showed more negative emotions and behaviours during separation from their parents. Moreover, further statistical analysis divided by sex showed that the older and shier the boys were, the more negative behaviours they displayed—as perceived by the nursery staff—during nursery adaptation.
nurseries, early childhood, adaptation, temperament.
Copyright (c) 2026 Ewelina Świdrak https://creativecommons.org/licenses/by/4.0
Recognizing Everyday Mathematical Concepts in a Text Depicting Daily Life
This research investigates the relationship between mathematics teachers' performance and students' recognition of everyday mathematical concepts in real-world texts. A quantitative, non-experimental, multilevel correlational design was employed, utilizing Hierarchical Linear Modeling (HLM) to analyze nested data from 17 teachers and 796 middle school students. A text depicting daily life served as the data collection instrument. Results showed a statistically significant but limited fixed effect for teacher performance, explaining 6.2% of Level-2 variance. Regarding student-level factors, sixth graders underperformed compared to fifth and seventh graders, while gender showed no significant differences, supporting evidence of gender parity.
everyday mathematical concepts, HLM, teacher effects, grade level, gender.
Copyright (c) 2026 Feride Ozyildirim Gumus https://creativecommons.org/licenses/by/4.0
Integrating Generative AI in Primary English Material Design: Insights from Indonesian Teachers’ Perceptions
This study explored primary school teachers’ perceptions of Generative AI (GenAI) in English material design. Data from 20 certified Indonesian teachers were collected through interviews and document analysis. Findings indicate GenAI is valued for enhancing efficiency and personalization, especially in creating worksheets, reading texts, grammar tasks, and vocabulary lists. However, concerns emerged regarding pedagogical integration, ethical use, and lack of training. Teachers’ perceptions were shaped by their professional development experiences. The study underscores the urgent need for continuous, practice-based teacher training to develop AI literacy and ensure that GenAI supports, rather than replaces, instructional decision-making.
Artificial Intelligence, English Material Design, Generative AI, Primary Education, Teacher Perception.
Copyright (c) 2026 Tommy Hastomo, Utami Widiati, Francisca Maria Ivone, Evynurul Laily Zen https://creativecommons.org/licenses/by/4.0
This special issue of the Journal of Elementary Education addresses the topic of healthy lifestyles in the context of sustainable development and lifelong learning. It is based on content developed as part of the Healthy Lifestyle for Sustainable Development and Lifelong Learning project, implemented by the Faculty of Education, University of Maribor (The project is part of the national Recovery and Resilience Plan (NOO) and is co-financed by the European Union’s Recovery and Resilience Facility). The focus is on striving for a holistic approach to understanding the factors under consideration and the relationships between them, contributing to the well-being of individuals and society. In recent years, a healthy lifestyle has become a topic of discussion at the interface between science, policy, and everyday life. The chosen topic goes beyond individual disciplines and signals a shift in understanding healthy lifestyles and well-being as complex and dynamic processes that go beyond physical and motor aspects, holistically treating the individual. It encompasses reflections on physical, mental, and social balance, cultural and environmental aspects of life, the importance of creativity and belonging, and how an individual establishes relationships with the self, others, and their surroundings. Precisely because of its complexity, the topic is relevant from the scientific research perspective and in its quest for answers to practical, systemic, and long-term challenges. The papers in this issue highlight various aspects of a healthy lifestyle and well-being by analysing physical, mental, social, and environmental factors. The authors address issues related to a range of life stages (from early childhood through school years, and higher education to professional development), contexts, and professional foundations. They examine topics related to physical activity, dietary habits, the use of digital technology, nature, art, emotional responses, the sense of safety, and the well-being of both children and adults. The authors Loudová Stralczynská, Lipnicka, and Chytrý examine preschool teachers’ views from the Czech Republic and Slovakia on the criteria for admitting two-year-olds to kindergarten. They highlight the tension between institutional expectations and children’s developmental characteristics and emphasise the importance of child-centred, developmentally appropriate practices that promote children’s well-being. Pölzl-Stefanec and Gutmann analyse the inclusion of children in kindergarten from the parents’ perspective. Using the concept of sense of coherence, they identify both stressors and sources of support in the process of introducing children to preschool and emphasise the importance of cooperation between preschool institutions and families as a basis for the child’s well-being and sustainable integration into institutional settings. Kobler discusses the importance of the natural environment, especially the forest, for developing resilience and well-being in preschool children in today’s often stressful world. She presents the forest as an experiential space that positively impacts children’s emotional stability, physical health, and social connectedness, shaping sustainable attitudes in early childhood. The role of art in preschool education is compared by the authors Štirn Janota and Dýrfjörð, using examples from Slovenia and Iceland. They place art at the centre of the educational process as a factor in creativity, reflection and community that strengthens emotional well-being and lays the foundation for sustainable coexistence. They also recognise that both students and educators need educational programs that integrate health, well-being, and art. Authors Komzáková and Koželuhová pay particular attention to the role of transitional objects and rituals used by primary school teachers to support students’ emotional well-being. Their contribution highlights the importance of a safe, engaging learning environment, along with attention to children’s emotional needs during the transition to compulsory education and in the early school years. Also at the level of early primary education, Jančič Hegediš examines the teaching of social studies outside the classroom. She emphasises the importance of experiential outdoor learning that promotes active student participation, stimulates curiosity, and contributes to forming a sustainable mindset and a sense of well-being as a physical and environmental learning experience. Fošnarič and Dolenc explore a different aspect in the same age group: the influence of digital technology on children’s daily habits related to physical activity, nutrition, sleep, and mental health. They emphasise the need for a balanced approach and cross-sectoral cooperation in creating an environment that supports a healthy lifestyle for children in a digitised everyday world. Matejek and Kukovica examine differences in body composition and lifestyle habits between normal-weight and overweight or obese trainee teachers. Using a combination of questionnaires and body composition measurements, they investigate the interplay between perceived and objective aspects of lifestyle among university students. They conclude that it would be helpful to develop targeted programs to promote a healthy lifestyle at universities, particularly for future teachers, who play a key role in shaping healthy habits among school students. Prskalo and Planinšec, working with the same target group, analyse the relationship between physical activity, sedentary behaviour, and academic success among students. Their paper encourages reflection on the balance between learning, movement, and rest, and calls for a holistic understanding of health and success in the university environment. Also with the same target group, Vršnik Perše and Grafenauer Ekart analyse the relationship between student well-being and factors such as social and mental balance, physical activity, dietary habits, and daily routines. The paper fits into a broader framework of reflection on a holistic approach to a healthy lifestyle among youth. It emphasises the need for sustainable supportive environments that promote psychological, physical, and social well-being among students. Educational professionals are a key factor in raising awareness of a healthy lifestyle. Poche Kargerová, Göbelová, Šimlová and Seberová present the WANDA method as a structured approach to group reflection for educators. The paper highlights the importance of professional support, collegial learning, and concern for staff well-being as the foundation of sustainable and high-quality educational practice. Despite the methodological and content diversity of these contributions, they share a common ground. Health, well-being, and sustainability are not concepts to be addressed in isolation but must be understood as interwoven, interdependent, and embedded in a broader social and cultural context. The scientific papers in this issue make a valuable contribution to understanding complex relationships by placing them within the broader framework of lifelong learning. The international contributions provide an additional scientific contribution to the topic of healthy lifestyle in relation to sustainable development and lifelong learning, offering insights from diverse societal perspectives. We believe this thematic issue will stimulate reflection on the links between research, everyday practice, and systemic design of conditions aimed at a lifelong development of quality, safe, and healthy lives.
Copyright (c) 2025 Tina Vršnik Perše https://creativecommons.org/licenses/by/4.0
The WANDA Reflective Method as a Tool for Improving Teachers’ Well-being
This qualitative research study focuses on teachers’ well-being in the context of the WANDA reflective method. The aim was to explore teachers’ subjective perceptions of the benefits of WANDA on their well-being. Data were collected through a qualitative written interview technique. The research sample consisted of sixteen primary and pre-primary teachers who had completed the WANDA method. Content analysis of the data was conducted using thematic analysis based on the PERMA model. The results showed that WANDA contributes to teachers’ well-being in the areas of Relationship, Meaning, Positive Emotions, and Engagement. The Accomplishments category was the least represented.
WANDA, well-being, teachers’ well-being, PERMA.
Copyright (c) 2025 Jana Poche Kargerová, Taťána Göbelová, Žaneta Šimlová, Alena Seberová https://creativecommons.org/licenses/by/4.0
Predictors of Well-Being in University Students: The Dominant Role of Social and Mental Balance and Physical Exercise over Dietary Habits and Daily Routines
This study examines the relationship between well-being, social and mental balance, physical exercise, dietary habits, and daily routines among university students. Using standardised questionnaires, we obtained results showing that social and mental balance is the strongest predictor of well-being, followed by organised physical exercise. Although dietary habits and daily routines are correlated with well-being, their predictive influence remains limited. The results point to the importance of holistic interventions that integrate social support, structured physical activity, and healthy lifestyle choices in increasing overall well-being. Future research should investigate longitudinal effects and intervention-based approaches to develop sustainable well-being strategies tailored to students' needs.
university students, well-being, social and mental balance, physical exercise, dietary habits, daily routines.
Copyright (c) 2025 Tina Vršnik Perše, Živa Grafenauer Ekart https://creativecommons.org/licenses/by/4.0
University Students' Lifestyle in the Context of Physical Activity, Sedentary Habits, and Academic Achievements
This study aims to explore the relationship between physical activity, sedentary behaviour, and academic achievement among university students. A total of 243 students aged 18 to 24 years participated. Physical activity was assessed using the International Physical Activity Questionnaire – Short Form, while sedentary behaviour was measured with the SIT-Q-7d. Academic achievement was based on self-reported average grades and compared across physical activity levels using one-way ANOVA. Results indicate that higher physical activity is not necessarily linked to better academic performance. Excessive involvement in physical activity may reduce study time, potentially leading to lower academic outcomes.
physical activity, sedentary behaviour, academic achievement, university students, cognitive performance.
Copyright (c) 2025 Ivan Prskalo, Jurij Planinšec https://creativecommons.org/licenses/by/4.0
Lifestyle Characteristics of Students who are Overweight, Obese, or have Normal Body Weight
This study examines the differences in body composition and lifestyle habits between normal-weight (NW) and overweight/obese (OW&O) university students. A sample of fifty-five students aged 21–25 years completed validated questionnaires (HLPCQ, IPAQ-SF, WHO-5) and underwent body composition analysis using the InBody 270 device. Statistical analyses included independent sample t-tests and Cohen’s d effect sizes. OW&O students had significantly higher scores for body fat, fat-free mass, and skeletal muscle mass. While body composition differences were evident, lifestyle habits did not significantly differ between weight groups. Bias in lifestyle and well-being self-assessment calls for the development of more objective assessment tools and further research.
body composition, eating habits, sleeping habits, physical activity, social balance.
Copyright (c) 2025 Črtomir Matejek, David Kukovica https://creativecommons.org/licenses/by/4.0
From Digital Technology to Healthy Habits: Interdisciplinary Foundations for Developing Training Programs for a Healthy Lifestyle Among Children
This article explores the impact of digital technology on children’s development, focussing on the physical, cognitive, and emotional domains. The introduction emphasises the benefits of digital tools for education and language acquisition, but also points out the associated risks such as physical inactivity, sleep disturbances and mental health problems. A rigorous methodological approach ensures the inclusion of high-quality data, while subsequent sections explore key themes, including the interplay between screen time, physical activity, and diet. The conclusion emphasises interdisciplinary interventions, including the ZŽS project framework, which integrates technology, health, and environmental responsibility. This approach aims to promote healthier lifestyle choices.
digital technology, child development, mental health, physical activity.
Copyright (c) 2025 Kosta Dolenc, Samo Fošnarič https://creativecommons.org/licenses/by/4.0
Does teachers’ Interest Affect the Frequency of Teaching and Learning Outside the Classroom in Early Social Studies?
The article presents the findings of a study aimed at determining whether teachers’ personal interests and other factors influence the implementation of teaching and learning outside the classroom in early social studies within primary education. A convergent mixed-method research design was employed. The results indicate that, in practice, teaching and learning outside the classroom in early social studies is implemented less frequently than would be expected based on the didactic guidelines for early social studies instruction. Most teachers conduct such lessons only once a month or less. Teachers’ personal interests emerged as a significant factor influencing the frequency of teaching and learning outside the classroom.
primary Education, Social Studies, Experiential Learning, Teaching and Learning outside the classroom, convergent mixed methods approach.
Copyright (c) 2025 Polona Jančič Hegediš https://creativecommons.org/licenses/by/4.0
Support for and Development of Well-Being Through Transitional Objects and Rituals in Primary Education
Well-being is essential for pupils’ academic and personal growth. Since schools are central to children’s lives, they must provide a safe environment that supports emotional needs. This study explores how primary school teachers use transitional objects and rituals that help children adapt to school and feel secure. Findings reveal that teachers employ these tools intuitively, often without theoretical grounding. Despite their informal use, these practices positively influence pupils’ adaptation and the classroom climate. The study underscores the importance of integrating transitional elements into educational practice and calls for enhanced teacher training focused on emotional well-being and its role in early education.
well-being, primary education, transitional object, transitional ritual; transient object.
Copyright (c) 2025 Martina Komzáková, Eva Koželuhová https://creativecommons.org/licenses/by/4.0
Art for Well-being: Insights into Early Childhood Education in Slovenia and Iceland
In this article, we explore how arts education promotes well-being in preschool education by comparing the views of Slovenian and Icelandic educators and students. In Slovenia, a structured curriculum approach predominates, while in Iceland creativity, learning in nature and finding solutions in an open learning environment are emphasised. Both approaches promote emotional expression, ethical awareness, and sustainable education. We highlight the challenges in teacher training and emphasise the need for training and inclusion of pedagogical practises in the arts in relation to health and well-being, while also demonstrating the importance of the arts experience for the health and well-being of both educators and preschool students.
cultural and arts education, health, preschool education, well-being, preschool teacher education.
Copyright (c) 2025 Petra Štirn Janota, Kristín Dýrfjörð https://creativecommons.org/licenses/by/4.0
The Role of Forest Experiences in Enhancing Child Well-being and Resilience
Given the alarming prevalence of (mental) health problems in children and young people, exacerbated by the pandemic and environmental fears, the question of how we can strengthen children for an increasingly complex world with all that it entails is more topical than ever. This article therefore addresses the importance of resilience, well-being, and experience of nature for children’s development, particularly through time spent in a forest. Experiencing the forest strengthens the immune system, reduces stress, and promotes social and motor skills, and can therefore have a positive influence on children’s well-being and the development of resilience.
child well-being, resilience, forest experiences, forest-based education.
Copyright (c) 2025 Evelyn M. Kobler https://creativecommons.org/licenses/by/4.0
Parents’ Perspectives on Stressors and Resources: Well-being and Social Support During Early Childhood Transitions
The transition from familial to institutional early childhood education and care (ECEC) settings is a critical phase for both children and parents. In this study, we examined the stressors and resources affecting parents during nursery and kindergarten settling-in processes. Using Antonovsky’s concept of coherence as the theoretical framework, we conducted fifteen qualitative semi-structured interviews with parents and analysed the emotional, organisational, and social challenges they perceived as stressors and resources during the transition phase. The findings showed that a resource-oriented approach can reduce stress and support the emotional and social adjustment of both parents and children.
transition from home to ECEC setting, nursery and kindergarten settling-in, parental perspective, stressors and resources, sense of coherence.
Copyright (c) 2025 Eva Pölzl-Stefanec, Nina Gutmann https://creativecommons.org/licenses/by/4.0
Teachers’ Opinions on Kindergarten Admission Standards: Risks to Toddler Well-Being?
The aim of this paper is to present the opinions of teachers on the standards for admitting toddlers to kindergartens in the Czech Republic and Slovakia, and to discuss these standards in relation to the risks to children’s well-being. Opinions were obtained through a quantitative survey among teachers from the Czech Republic (n=574) and Slovakia (n=593) in 2023. Results showed that most teachers do not support the admission of children under three to kindergartens. They conditionally support admission based on self-care skills, hygiene habits, and socio-emotional independence, which do not match typical toddler development, posing pressure on the child and family.
pre-school Teachers, Admission Standards, Toddlers, Kindergarten, Child Well-Being.
Copyright (c) 2025 Barbora Loudová Stralczynská, Milena Lipnicka, Vlastimil Chytrý https://creativecommons.org/licenses/by/4.0
Acquiring Linguistic Knowledge and Environmental Attitudes through the Literary Text Madu and His Friends Help Save the Sea
The purpose of the article is to highlight how pupils (today’s children, tomorrow’s adults) face current environmental issues and how they communicate about climate/environmental change. Pupils can acquire both linguistic knowledge and environmental attitudes with the help of the literary text Madu and His Friends Help Save the Sea (Gračner, 2021). To make optimum didactic use of the story, the lesson can take into consideration the goals of addressing ecological problems (i. e., ocean pollution), on the one hand, and linguistic aspects (professional terms from ecology), on the other.
slovene, ecological knowledge, communicating the climate/environmental crisis, sea, primary school.
Copyright (c) 2026 Alenka Valh Lopert, Melita Zemljak Jontes https://creativecommons.org/licenses/by/4.0
Challenges in Recognizing and Supporting Gifted Students with Dual Exceptionalities in the Educational Process
Twice-exceptional students, who have giftedness combined with special educational needs, are often overlooked, which hinders the provision of appropriate support in the educational process. This paper analyses the attitudes and competences of professionals working with this group of students, as well as the ways knowledge is acquired in this field. The research results show that most professionals recognize the importance of identifying twice-exceptionality, yet only a few systematically incorporate appropriate pedagogical approaches into practice. Knowledge in this area is mostly gained through informal sources and experience sharing, since formal professional training is limited. The need for developing specialized training programs is emphasized to improve the identification and effective support of this specific group of students.
dual exceptional students, giftedness, special needs, recognition, teacher training.
Copyright (c) 2025 Sandra Hrenič, Mojca Kukanja Gabrijelčič, Vanja Riccarda Kiswarday https://creativecommons.org/licenses/by/4.0
Parental Attitudes Towards School and Everyday Mathematics and Their Engagement in Children’s Mathematical Activities
Although parental involvement plays a crucial role in children’s mathematical education, few studies examine how their attitudes towards mathematics influence their participation in specific activities. This study investigates the relationship between parental attitudes towards mathematics in school and in everyday contexts and their engagement in these activities. Results from a survey of 245 Slovenian parents reveal that most parents exhibit a neutral attitude towards school mathematics, while they generally hold a positive attitude towards the practical use of mathematics. Parents with less positive attitudes towards school mathematics tend to assist their children more often, whereas a positive attitude towards everyday mathematics is associated with greater parental involvement in daily mathematical activities at home.
parental attitudes, mathematics education, parental engagement, school mathematics, everyday mathematics.
Copyright (c) 2025 Darja Antolin Drešar https://creativecommons.org/licenses/by/4.0
Digital Stress and Teachers' Psychosomatic Health
This study validated the Croatian version of the Digital Stress Scale (DSS) and examined its relationship with psychosomatic symptoms, self-efficacy, and ICT use on a sample of 152 Croatian teachers. Confirmatory factor analysis supported a ten-factor structure for the DSS with high internal reliability. All ten dimensions of digital stress as well as the total digital stress score showed significant positive correlation with both the frequency of psychosomatic symptoms and their interference in daily life. Total digital stress significantly predicted both psychosomatic symptom dimensions, while self-efficacy demonstrated a protective role, highlighting the importance of ICT education in preventing digital stress.
digital stress, ICT use, psychosomatic symptoms, self-efficacy, teacher well-being.
Copyright (c) 2026 Sanja Tatković, Sanja Smojver-Ažić, Martina Mavrinac https://creativecommons.org/licenses/by/4.0
Career Aspirations of Slovenian Ninth Graders: The Influence of Personal Factors and Attitudes Towards Engineering Professions
The study examines the career aspirations of Slovenian ninth-grade students and analyses how these are influenced by personal factors and their attitudes towards engineering professions. Regression analyses on a sample of 779 students show that interest in outdoor work is a significant predictor of engineering career aspirations across all educational levels. Physical demands positively influence aspirations for engineering occupations requiring secondary or elementary education, while intellectual demands and employment opportunities encourage interest in engineering occupations at the tertiary level. A positive perception of engineering professions as interesting is a key factor for all levels of education. The results emphasise the importance of fostering interest in technical careers.
ninth grade students, career aspirations, engineering professions, personal factors influencing career choice, attitudes towards engineering professions.
Copyright (c) 2025 Mateja Ploj Virtič, Igor Košak, Andrej Šorgo https://creativecommons.org/licenses/by/4.0
Parental Motivational Beliefs, School Involvement, and Perceptions of Adolescent Academic Self-Efficacy
Grounded in the revised Hoover-Dempsey and Sandler model of parental involvement, this study examined motivational beliefs of parents regarding their school involvement, specific forms of involvement, and how these relate to parents’ perceptions of their child’s academic self-efficacy. Using a quantitative survey design, data were collected from a sample of 331 Slovenian parents of adolescents aged 12 to 15 years. Parents reported high levels of general invitation to participate in school, high levels of beliefs about their active role in their child’s education, and generally positive attitudes toward school. These motivating beliefs were consistently and positively associated only with their direct involvement at the school level. Both forms of involvement (school and home activities) were negatively related to adolescents’ academic self-efficacy.
parental involvement, academic self-efficacy, motivational beliefs, parents, adolescents.
Copyright (c) 2026 Melita Puklek Levpušček, Lea Štravs https://creativecommons.org/licenses/by/4.0
Integrating Advanced Technologies in Education: Empowering Youth for a Sustainable Future through New Literacies
The quasi-experimental study explores how contemporary technologies, such as artificial intelligence and humanoid robots, enhance sustainability education for pre-service teachers. The study, involving 112 participants, assessed the effectiveness of these technologies compared to traditional methods in improving sustainability literacy. Pre- and post-tests revealed significant improvements in understanding sustainability concepts, with humanoid robots increasing response variability. Results highlight the technologies’ ability to engage educators in sustainability topics, promoting new literacies critical for addressing environmental challenges.
advanced technologies, digital competence, humanoid robots, sustainability education, teacher training.
nformations- und Kommunikationstechnologien
Copyright (c) 2025 Dr. Andrej Flogie, Daniel Hari, Matevž Bratina, Dr. Maja Kerneža, Ddr. Boris Aberšek, Dejan Zemljak https://creativecommons.org/licenses/by/4.0
Student Teachers’ Perceptions of Teaching: Looking Back or Moving Forward?
The aim of the study was to compare perceptions about the teaching of the subject “Nature and Society” among preservice primary school teachers at three Croatian universities. The results indicate consistent perceptions among second- and fifth-year students, regardless of their university, with a notable inclination toward teacher-centred teaching. Fifth-year students from all three universities demonstrate a slight shift away from the traditional teaching paradigm compared with second-year students. For a genuine transformation in teaching approaches, in addition to acquired knowledge and developed competences, it is essential to encourage preservice teachers to engage in self-reflection on their teaching practices to become aware of their own beliefs about teaching.
DASTT-C, student-centred teaching, teacher-centred teaching, perception, preservice primary school teachers.
Copyright (c) 2025 Alma Škugor, Suzana Tomaš, Alena Letina https://creativecommons.org/licenses/by/4.0
Enhancing Learning Performance in Primary Education: The Roles of Problem Solving and Creative Thinking Challenges
This study investigated the roles of problem-solving and creative thinking activities in primary science education. Participants included 64 third-grade and 62 fifth-grade students in Southern Vietnam, with half assigned to experimental groups and the others to control groups. The experimental groups, which received structured lessons, outperformed the control groups, which received traditional instruction. Results highlight the positive impact of integrating these activities on academic performance, supporting the effectiveness of structured support in enhancing learning outcomes.
problem-solving, creativity, learning performance, primary education, vietnamese students.
Copyright (c) 2025 Pham Ngoc Thien Nguyen, Khanh-Trinh Tran, Giam Buu Le https://creativecommons.org/licenses/by/4.0
Teacher Expectations, Social-emotional Skills and Academic Achievement in Primary School: The Role of Mediator
This study investigates the mediating role of primary school students’ socioemotional skills, such as goal-achievement skills, collaboration, and emotional management in the relationship between teachers’ expectations and students’ academic achievement. The study is based on data from the START-PROGRESS longitudinal study, which includes Russian schoolchildren and teachers. Structural equation modelling was used to model complex relationships between variables, including direct and indirect pathways of effect. The findings revealed that among the three socioemotional skills examined, only goal-achievement skills weakly mediated the relationship between teachers’ expectations and students’ academic achievement in the middle of primary school, and only in mathematics.
teacher expectations, socioemotional skills, academic achievement, mathematics literacy, reading literacy.
Copyright (c) 2026 Elen Yusupova https://creativecommons.org/licenses/by/4.0
Effectiveness of a Computer Game for Recognizing and Understanding Facial Emotions in Hearing-Impaired Children
The present study evaluates the effectiveness of the EMOFIT computer game on the recognition and understanding of facially expressed emotions in 6-10-year-old hearing-impaired children. This quasi-experimental, pre-test-post-test design study, with control and experimental groups, was conducted with the participation of thirty children. The results showed significant improvement in emotion understanding, especially in adaptation (e.g., η² = 0.84), with slight improvement in naming (e.g., η² = 0.57). Results suggest that games like EMOFIT can effectively improve impaired social skills and emotional development among children.
Computer Game, Facial Emotion Recognition, Facial Emotion Understanding, Hearing Impairments.
Copyright (c) 2025 Mozhgan Ghanat, Esmaeil Zaraii Zavaraki, Fatemeh Jafarkhani, Morteza Bakhtiarvand https://creativecommons.org/licenses/by/4.0
A Comparative Study of Early Childhood Teachers’ Digital Practices During and After COVID-19
This study investigates early childhood teachers’ perceptions and use of digital media during and after the COVID-19 pandemic, addressing the need to understand evolving ICT practices in early education. Employing a longitudinal design, data were collected via structured questionnaires from the same kindergartens in 2020 and 2024. Quantitative analysis revealed stable self-assessed digital competence but changing pedagogical use and attitudes. The findings underscore the need for targeted digital training and systemic support. The study’s novelty lies in its comparative longitudinal approach, offering insight into the sustained impact of a global crisis on digital integration in early childhood education.
COVID-19 pandemic, digital competences, digital media, early childhood, early childhood teachers.
Copyright (c) 2025 Bernarda Tokić, Matilda Karamatić Brčić, Marijana Miočić https://creativecommons.org/licenses/by/4.0
A Study of Classroom Potential Based on Elementary School Students’ Seating Position Preferences
Previous research has shown a link between seating position and student interest in and motivation for learning. This study explores classroom potential based on seating preferences and reasons behind student choices. Teachers rarely allow students to select their own seats, despite the benefits of comfort and engagement. Conducted in 5th and 6th elementary grades, this research used a participatory approach involving students and teachers. The study found that students’ seating preferences were influenced by spatial characteristics, opportunities for social engagement, and academic motivations. Understanding these preferences can help create a more conducive learning environment, enhancing student comfort, participation, and overall academic motivation.
teaching, school, student, learning process, peer feedback.
Copyright (c) 2025 Kukuh Rizki Satriaji, Imam Santosa, Achmad Syarief, Andriyanto Wibisono https://creativecommons.org/licenses/by/4.0
Role of WhatsApp in Improving L2 Learner’s Communicative Skills at Intermediate Level in the City of D. G. Khan
Learning English is difficult in all non-English speaking countries, including Pakistan, because learning another language after the mother tongue is difficult. This research aimed to improve L2 learners’ communication skills through WhatsApp. This research was experimental; sixty average scoring students were selected through pre-tests for this experiment; then, using the fishbowl random sampling technique, two groups, control and experimental, were formed with 30 students each. It was found that the students who were taught with the help of WhatsApp had excellent communication skills in L2 as compared to those students who were taught by traditional methods without WhatsApp.
WhatsApp; L2 learners; communicative skills; technology; AV-aids; WhatsApp in communicative skills.
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