Conference Agenda

In the modern education system, one of the main requirements is not only that students memorize information, but also that they are able to analyze, evaluate, and apply it in different contexts. In this regard, in recent years the global educational paradigm has shifted from information-based instruction towards competency-based education. Within this framework, developing students’ critical thinking skills has become one of the key pedagogical goals.

Critical thinking is not the mechanical reception of information by students, but rather their ability to understand it, compare evidence and arguments, evaluate the author’s position, and form their own viewpoint. Wallace (2006), describing reading literacy as a fundamental prerequisite for personal social and professional development, emphasizes not only comprehension of texts but also the importance of interpretative skills. Habermas and Nielsen (1990) likewise argue that conscious engagement with texts in the learning process constitutes the basis for an individual’s ability to form public opinion.

From this perspective, historical feature films and documentary films are considered one of the effective tools for increasing students’ cognitive engagement. Historical films present past events in a visual form, enhancing students’ emotional perception, while documentary films provide factual data and evidence, allowing the formation of a scientific worldview. Such materials enable students to connect textual content with real life and critically evaluate historical events. However, in school practice, films are often used merely as supplementary tools, and their systematic integration into learning objectives remains insufficient. Therefore, the main purpose of this study is to scientifically determine the impact of the systematic integration of historical feature films and documentary films into the teaching process on students’ critical thinking and reading literacy levels.

Research Aim

To determine the level of development of students’ critical thinking skills and reading literacy through the use of historical feature films and documentary films.

Research Objectives

• To design interdisciplinary lesson models based on historical films;
• To compare students’ learning achievements through pre-tests and post-tests;
• To qualitatively analyze students’ reflective journals;
• To evaluate lesson effectiveness within the framework of Lesson Study;
• To compare research findings with pedagogical theories.

Research Setting and Participants

The study was conducted at the Nazarbayev Intellectual School of Natural Sciences and Mathematics in Aktau. The participants were 32 students from two parallel Grade 10 classes (10A and 10H).

The students were divided into two groups: Experimental group – 16 students; Control group – 16 students.

The research team consisted of three subject teachers: teachers of Kazakh language, Biology, and English.

The teachers collaboratively carried out planning, observation, and analysis activities using the Lesson Study approach.

Research Instruments

The following instruments were used in the study:

• Pre-test and post-test consisting of 30 tasks to measure reading literacy;
• “Viewer’s Journal” (reflective writing);
• Semi-structured interviews;
• Teachers’ observation sheets;
• Lesson Study analysis tables.
• Research Procedure

The study lasted for 8 weeks. In the experimental group, lessons based on historical feature films and documentary films were systematically conducted. Each week, students watched one film and completed related textual and reflective tasks. The following strategies were used in the lessons:

• Identifying the main idea;
• Critically evaluating characters’ actions;
• Relating historical events to modern life;
• Expressing opinions based on evidence;
• Writing reflective journals.

In the control group, the same topics were taught using traditional text-based methods, namely reading textbook materials and answering questions.

This study examines the relationship between teacher characteristics and student reading outcomes using data from the Progress in International Reading Literacy Study (PIRLS) 2021. PIRLS provides comprehensive information on fourth‑grade students’ reading literacy, enriched with contextual data. For this study, 14 European Union member states were selected. The study focuses on differences between beginning and experienced teachers in terms of initial teacher training (ITT), professional development (PD) participation, and their associations with student outcomes.

The research is guided by four central questions: (1) How do teacher characteristics (education level and years of experience) vary across 14 EU countries? (2) How does participation in reading-related PD activities differ by teacher experience and education level? (3) How are teacher characteristics and reading-related PD participation associated with student reading outcomes at the international level? (4) How do these associations manifest at the individual level in two example countries, Finland and Spain?

The objective of this study is twofold. First, it aims to provide comparative insights into teacher qualifications and PD participation across European contexts, highlighting differences between countries as well as beginning and experienced teachers. Second, it seeks to explore whether these teacher characteristics are linked to student reading outcomes (reading achievement, confidence, and interest) internationally and then using regression analyses within two national contexts with different backgrounds to provide insight to the relationship of teacher background and student outcomes.

The Bologna Process has contributed to harmonization of teacher education across Europe (Esteves, 2017), yet ITT still varies considerably. PD is recognized as a cornerstone of teacher competence development, though practices differ widely across countries (Darling‑Hammond et al., 2017; Normand et al., 2018). Effective PD is characterized by relevance, collaboration, sufficient duration, and evaluation of impact (Creemers et al., 2012), but implementation and institutional support remain uneven (European Commission/EACEA/Eurydice, 2021). According to the TALIS study (OECD, 2019), beginning teachers generally report lower confidence in their teaching abilities compared to experienced colleagues, particularly in classroom management and the use of diverse instructional strategies. Prior research also suggests that beginning teachers may be more receptive to PD due to recent exposure to evidence‑based practices, while experienced teachers may resist altering established routines, though empirical support is limited (Didion et al., 2019; Shelton et al., 2022).

Reading proficiency, students’ confidence and interest in reading are key affective factors that significantly influence literacy development and broader academic success. Reading confidence refers to students’ self-perceived competence in their reading abilities, while reading interest reflects intrinsic motivation and enjoyment of reading activities. Both constructs are positively associated with reading performance and long-term engagement with texts (e.g. Mullis et al., 2023). In addition, McBreen and Savage (2021) found that those who receive targeted training in motivational reading instruction are better equipped to design learning experiences that build students’ self-efficacy and foster a lasting interest in reading.

Despite the foundational role of literacy in academic success, many primary teacher education programs across Europe do not sufficiently emphasize reading instruction. Leino et al. (2022) found that teachers who received specialized training in reading and language instruction reported higher self-efficacy, which positively influenced fourth-grade students’ reading outcomes. The relationship between PD and student outcomes has been explored with mixed results. Basma and Savage (2018), in their meta-analysis, found that only high-quality studies demonstrated a link between teacher PD and student reading achievement—and even then, the effects were most evident among teachers with shorter-term education. This study situates itself within these debates, examining whether differences in teacher education and PD participation as well as teaching experience translate into measurable differences in student reading literacy outcomes.

Topic and Problem: The imperative to integrate Education for Sustainable Development (ESD) into teacher training is universally acknowledged. However, a significant and often overlooked paradox exists: while effectively raising awareness of global socio-ecological crises, this education can inadvertently cultivate "eco-anxiety" – a state of overwhelming concern coupled with a perceived lack of personal efficacy (Pihkala, 2022). For pre-service teachers (PSTs), this anxiety presents a critical professional barrier. If future educators feel disempowered by the scale of the challenges they must teach about, their capacity to act as authentic agents of change—their "sustainability agency"—is fundamentally compromised (Bianchi et al., 2022). This study directly confronted this pressing issue, moving beyond mere diagnosis to design, implement, and rigorously evaluate a pedagogical intervention aimed at converting the emotional energy of anxiety into the empowered competence of agency.

Research Question: The central inquiry guiding our work was: How did a structured pedagogical experience combining Place-Based Education and Participatory Action Research (PB-PAR) influence the development of sustainability agency and the modulation of eco-anxiety among pre-service biology teachers? We sought to understand not just if change occurred, but how the processes of local inquiry and collaborative action facilitated a shift in professional identity and self-efficacy.

Objective: Our primary objective was to empirically test and refine a transformative learning model for ESD in teacher education. We aimed to shift PSTs from a state of passive knowledge acquisition about sustainability to one of active, reflective, and community-engaged practice. Ultimately, we intended to foster a cohort of beginning teachers who identify not merely as transmitters of ecological facts, but as "teacher-researchers" equipped to co-create contextually relevant ESD with their future students and school communities.

Theoretical Basis: The intervention was conceptually anchored in a robust, tripartite theoretical framework:

1. Competence-Based ESD and the GreenComp Framework: We operationalized the European Union's GreenComp framework (Bianchi et al., 2022) as our target outcome specification. Its competence areas, particularly "Embracing complexity in sustainability" and "Acting for sustainability," provided a clear, contemporary benchmark for defining and measuring "sustainability agency."
2. Place-Based Education (PBE): Drawing on the work of Sobel (2004) and Gruenewald (2003), we employed PBE as our core pedagogical philosophy. This theory asserts that meaningful learning and ecological identity are forged through direct engagement with local places. We applied PBE strategically to counteract the abstraction that fuels eco-anxiety, grounding learning in the tangible, knowable, and actionable reality of the local environment.
3. Eco-Anxiety and Ecological Agency: Informed by emerging scholarship in eco-psychology (Pihkala, 2022) and socio-cultural theories of agency (Priestley et al., 2015), we framed eco-anxiety not as a clinical condition, but as a legitimate affective response to be pedagogically engaged and redirected. Concurrently, we viewed agency as a dynamic capacity cultivated through meaningful participation.

Research Methodology: To capture the complexity of this pedagogical transformation, we employed a convergent parallel mixed-methods design deeply embedded within a Participatory Action Research (PAR) approach. This methodology was essential, as PAR aligns with the very ethos of the intervention—positioning the PSTs as active co-researchers. As the instructor-researcher, I facilitated a full, semester-long PAR cycle with one cohort (N=24), guiding them through investigating a local socio-ecological issue, engaging with community stakeholders, and developing an educational action. To strengthen causal inference, a parallel cohort (N=22) in a standard ESD course served as a comparison group for pre/post surveys measuring agency (adapted SAS) and anxiety (HEAS-13).

This practice-based study addresses the gap between sustainability knowledge and action. It offers a tested Place-Based Action Research model that equips educators and students with the emotional resilience and practical competence to become agents of change within their local contexts.

In recent years, the transition from early childhood education and care (ECEC) to primary education has attracted increasing attention as an international policy issue. While the OECD (2017) has encouraged member states to expand participation in ECEC and improve learning outcomes, it has simultaneously raised concerns about the “schoolification” of ECEC, whereby the distinctive logics and practices of ECEC settings are absorbed into those of primary schooling. In many countries, educational transition has primarily been discussed in terms of institutional design, curricular alignment, and system-level coordination. Comparatively less attention has been paid to how practitioners themselves experience and make sense of transition as a professional and cultural challenge, particularly from an international comparative perspective.

In Japan, the transition between ECEC and primary education has been debated for several decades in both research and practice (Mukuda, 2009; Sakai, 2010). Since 2023, policy initiatives such as the Bridging Programme promoted by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) have sought to strengthen institutional collaboration between ECEC and primary education. However, as the OECD (2017) cautions, such initiatives tend to focus on formal coordination and procedural linkage. As a result, the ways in which different educational practices and professional cultures are negotiated, contested, and reorganised at the level of everyday practice remain insufficiently visible.

Against this backdrop, this study conceptualises educational transition not as a discrete institutional shift or a technical problem of linkage, but as an ongoing process in which different educational cultures are brought into relation and reconfigured through practice. This perspective draws on the work of Ukkonen-Mikkola and Kangas (2021), who theorise transition as a process of cultural reorganisation, and Rantavuori et al. (2019), who illuminate how cultural scripts embedded in institutional arrangements shape professional interactions and power relations across educational boundaries.

The study further builds on the understanding that ECEC and primary education constitute distinct communities of practice (Lave & Wenger, 1991; Wenger, 1998). From this perspective, professional groups are not merely institutional units but cultural spaces in which values, meanings, norms, language, and identities are shared and reproduced through practice. Viewing educational transition as an encounter between different communities of practice highlights that challenges at transition are not only structural but also cultural and relational.

Within this framework, particular attention is paid to the role of practitioners as key agents in negotiating and reworking educational cultures at the transition. To analyse how practitioners’ expertise is positioned and enacted across professional boundaries, the study draws on Edwards’ (2005, 2010, 2011) concepts of relational agency and relational expertise. These concepts conceptualise professional agency not as an individual capacity, but as the ability to work with others by recognising and mobilising diverse forms of expertise, and by jointly redefining the object of activity. Rooted in Engeström’s (1999) notion of the object of activity, relational agency foregrounds how practitioners negotiate what constitutes a shared concern and how this object is continuously redefined through interaction.

Based on this theoretical grounding, the study addresses the following research question:

How do practitioners in ECEC and primary education in Japan and Finland experience, conceptualise, and respond to challenges at educational transition, and how are such challenges problematised—or not problematised—at the boundaries between communities of practice?

Through a comparative analysis, the study aims to clarify how practitioners’ experiences of transition are shaped by different educational contexts and to offer new perspectives on internationally shared challenges surrounding educational transition beyond institution-centred or schoolification-oriented frameworks.

Workplace violence is a vicious part of teacher profession all around Europe (Howard et al., 2022). In the case of Finland, the percentage of teachers who have been either victims or faced threats of violence has been on the rise since 2018 with the small decrease during 2020 and the COVID-19 pandemic induced remote teaching months (Finnish Institute of Occupational Health, 2024).

Various disturbing behaviour - including violence - is often seen as a pedagogical failure (Lanas & Brunila, 2019; Howard et al., 2022) and quite often teachers do not report the occurrences. This leads to underestimating the prevalence of violence in schools.

This doctoral dissertation creates a picture of the current situation of prevention and management of school violence as a part of Finnish teacher education. The dissertation consists of three articles:

1. Promoting physical safety in Finnish primary teacher education curricula (Hemilä et al., in evaluation)
2. Prevention and management of school violence – an intervention study on Finnish teacher education (Hemilä et al., in writing)
3. Pre-service teacher self-efficacy in school violence situations – Aggression and behaviour management (Hemilä et al., in data collection)

The first article studied the 2024-2025 curricula of Finnish primary teacher education from all eight study programmes across higher education institutions (HEIs) giving primary teacher education in Finnish language. The research questions are:

1. What kinds of physical safety promoting contents does the declared curricula of Finnish primary teacher education have?
2. How do different HEIs vary between these contents?

In the second article we study the long-term effects of 2 ECTS intervention training pre-service teachers participated on a volunteer basis. The effects of the intervention are evaluated by the changes of participants self-efficacy on managing behaviour (Sharma et al., 2012) and managing aggressive students (Hemilä et al., ongoing research). Original self-efficacy theory drives from Bandura’s (1997) framework. The research questions are:

1. How did the intervention affect the participants self-efficacy
   1. in behaviour management?
   2. in aggression management?

In the third article we examine aggression and behaviour management self-efficacies from larger group of pre-service teachers from different HEIs. Previously Finnish teacher’s self-efficacy in managing behaviour has been low (Savolainen et al., 2012) and this phenomenon has not been studied in the context of teacher education. The final research question depends on the size of the data, but the aim is to explore the factor structure of new inclusion self-efficacy scale and examine the current state of the pre-service teacher self-efficacy in both behaviour and aggression management.

Finnish teacher education is a research-based master’s degree. By studying the current curricula and the self-efficacy of the pre-service teachers the much-needed and -encouraged change (e.g. Lindfors & Somerkoski, 2016; Teperi et al., 2018; Ministry of Education and Culture, 2021) gets another boost for the autonomous universities to consider when the curricula are getting next additions and changes. By setting example the Finnish teacher education can give new guideline suggestions to other European teacher training programmes to consider as well.

Feelings of safety enhance learning (Närhi et al., 2022) and teacher wellbeing and staying on the profession (Metsäpelto et al., 2021). In addition to the effects on teachers, higher level of safety and security in the schools prevent student mental health issues and dropping out (Fry et al., 2018).

Across Europe, education systems are increasingly confronted with teacher shortages and respond by introducing alternative pathways into the teaching profession. Alongside traditional university-based teacher education, fast-track and career-change programmes have gained importance, raising questions about early professionalisation, preparedness for teaching, and the quality of teacher education under heterogeneous entry conditions. Austria represents a particularly informative case, as two distinct forms of early teaching practice coexist: certified career-changers entering teaching with prior occupational experience but limited pedagogical training, and future teachers who assume independent teaching responsibilities within the nationwide Summer School programme during their degree studies.

Both pathways involve early responsibility for instruction in authentic classroom settings, yet they differ substantially in participants’ biographical resources and professional starting points. Career-changers typically bring extensive subject-specific and occupational experience, while pedagogical and didactic competencies are developed in parallel to teaching practice. Future teachers, in contrast, possess foundational pedagogical knowledge acquired during their studies but have limited professional experience outside academic contexts. These differing resource profiles suggest variation in how early career teachers perceive, evaluate, and cope with professional demands.

The present study addresses this issue by examining early professionalisation through a stress- and resource-oriented lens. The theoretical framework is grounded in Keller-Schneider’s model of occupational demands and resources, which conceptualises the handling of professional requirements as a subjective appraisal process based on available personal and contextual resources (Keller-Schneider, 2021). According to this model, early career teachers face central developmental tasks, including professional identity formation, student-oriented planning and support of learning processes, proactive classroom management, and cooperation within the school context. These processes are embedded in broader conceptions of professional competence, encompassing not only knowledge but also motivational orientations, beliefs, and self-regulatory capacities (Baumert & Kunter, 2006; Shulman, 1986).

From stress-theoretical and motivational perspectives (Lazarus & Launier, 1981; Hobfoll, 1989), three dimensions are particularly relevant for analysing early professionalisation: perceived relevance of professional demands, perceived competence (self-efficacy; Bandura, 1997), and perceived strain. Together, these dimensions provide insight into how teachers interpret professional requirements, evaluate their own capacities, and experience workload and burden.

Against this background, the study pursues two research questions:

1. How do career-changers and future teachers differ in their perception of professional demands with regard to relevance, perceived competence, and perceived strain during early teaching practice?

2. Do the structural relationships between relevance, competence, and strain differ between these two entry pathways into the teaching profession?

By comparing two groups who assume early instructional responsibility under different entry conditions, the study contributes to European debates on teacher education, alternative entry routes, and early career support. Although the empirical data stem from Austria, the conceptual framework and methodological approach are transferable to other European contexts facing similar challenges related to teacher shortages and diversification of teacher education pathways.

The rapid evolution of the global scientific and technological environment necessitates a shift in educational paradigms toward approaches that emphasize interdisciplinary knowledge, scientific inquiry, and creative problem‑solving. Among contemporary educational strategies, STEAM (Science, Technology, Engineering, Arts, and Mathematics) has emerged as a powerful pedagogical framework that integrates multiple disciplines to foster learners’ research, critical thinking, and collaboration skills. Research on STEAM implementation in schools has demonstrated that STEAM approaches positively influence students’ learning outcomes, affective engagement, and development of higher‑order skills (systematic review findings; e.g., Asia Journal of Mathematics, Science and Technology Education, 2025).

Specifically, STEAM’s integration of scientific inquiry with technology, engineering practices, artistic creativity, and mathematical reasoning creates authentic contexts where students develop research competencies through project‑based and inquiry‑driven tasks. Such activities require learners to pose questions, collect and analyze data, engage in iterative design, and communicate results – all essential components of research literacy. International studies with secondary school populations have reported significant improvements in students’ scientific creativity and problem‑solving skills following engagement in STEAM curricula. For example, STEAM‑based curricula in junior high contexts improved scientific creativity regardless of instructional sequence, highlighting the value of interdisciplinary designs in fostering research mindsets (Frontiers, 2021).

In Kazakhstan, STEAM education has been increasingly adopted as part of curriculum modernization efforts, with national guidance recommending the incorporation of integrated learning tasks, project work, and hands‑on investigations across grade levels to enhance learners’ capabilities (Ministry of Science and Higher Education of Kazakhstan STEAM policy outline). Furthermore, local methodological materials and teacher development guides (e.g., STEAM Q&A manuals by regional teacher development centers) support school practitioners in designing STEAM tasks that cultivate students’ functional and research skills.

Despite broad theoretical endorsement, the practical implementation of STEAM in schools, especially at the middle school level, continues to present challenges. Teachers often need more training in seamlessly integrating disciplines and structuring authentic research experiences for students. Research conducted in Kazakhstan has pointed to barriers such as limited teacher preparedness for interdisciplinary instruction and contextual demands in organizing STEAM tasks that engage learners deeply. For example, studies on biology instruction with STEAM showed that teacher readiness and contextual supports are pivotal for effective implementation.

Within this national and international context, this study investigates how the systematic implementation of STEAM pedagogies in 7th grade classes at the Nazarbayev Intellectual School in Aktau, Kazakhstan impacts students’ research competencies. The 7th grade represents a critical transition period where learners shift from structured foundational knowledge toward more autonomous inquiry. Therefore, examining STEAM’s potential to enhance students’ formulation of research questions, design of investigations, data interpretation, and communication of findings is both timely and significant.

Inclusive education is widely framed as a rights-based and equity-oriented agenda that aims to secure every learner’s full and meaningful participation in schooling (UNESCO, 2009). Realizing this agenda at classroom level depends on teachers’ capacity to make informed, flexible instructional decisions, especially when inclusion is understood not merely as placement but as expanding learning opportunities for everyone in the classroom community (Florian & Black-Hawkins, 2011). Professional development connected to teachers’ everyday responsibilities is therefore a key lever for strengthening inclusive pedagogy, particularly when it combines content focus, active learning, coherence with classroom realities, and opportunities for reflection (Garet et al., 2001; Korthagen et al., 2006).

Within inclusive classrooms, students with specific learning difficulties (SpLDs) represent an area where teachers’ instructional decision-making is continuously tested through differentiation, assessment adaptations, accessible materials, individualized planning, and collaboration with specialists and families. DSM-5 describes SpLDs through persistent difficulties in reading, written expression, or mathematics that continue despite appropriate interventions and affect academic functioning (American Psychiatric Association, 2013). In Türkiye, research has shown that primary school teachers may need further professional support in recognizing dyslexia and broader SpLDs profiles, developing appropriate instructional strategies, and planning classroom-based supports (Balcı, 2019; Kılıç Yılmaz & Yangın, 2020; Sümer Dodur & Altındağ Kumaş, 2021; Tosun et al., 2021).

Türkiye’s institutional pathway for inclusive education also underscores why teacher capacity matters. Educational assessment and identification processes are coordinated through Guidance and Research Centers, while placement and support decisions are structured through provincial and district special education boards. At school level, Individualized Education Programs are developed, implemented, monitored, and revised through school-based teams (Turkish Ministry of National Education [TMoNE], 2018, 2022). Recent curriculum and guidance documents also emphasize differentiated instruction, assessment adaptations, and planning processes aligned with the Türkiye Century Education Model (TMoNE, 2024, 2025a, 2025b).

This poster presents the evaluation rationale and design of Powerful Solutions on the Learning Path (PSLP; Turkish: Öğrenme Yolunda Güçlü Çözümler), a five-day, multi-component, practice-based professional development program for primary school teachers supporting students with SpLDs. Delivered at Boğaziçi University from 17 to 21 November 2025, PSLP consisted of 20 workshops addressing SpLDs awareness, early intervention, Guidance and Research Center processes, differentiation, IEP-related planning, classroom and behavior management, collaboration, and accessible material development across subject areas. The program was developed within a TÜBİTAK 4008 framework and intentionally aligned with teachers’ classroom responsibilities in inclusive education.

The study evaluated change in two teacher-level outcomes: instructional attitudes associated with teaching students with SpLDs and professional self-efficacy for inclusive education. The intervention group included 23 volunteer primary school teachers working across 15 districts of Istanbul who completed pre-test, post-test, and one-month follow-up measurements. A baseline-only reference group included 30 teachers meeting the same eligibility criteria but not participating in PSLP; this group provided contextual pre-test data for interpreting the intervention group’s starting point. Three research questions addressed immediate post-program change, maintenance of gains at follow-up, and baseline similarity between the intervention and reference group.

Over the past decade, theoretical and directive educational documents of the European Union and other countries have increasingly emphasised the importance of preschool education, highlighting its long-term impact on children's academic, social, and emotional development and subsequent success in school (Basaran, 2021; Jiang, 2022; Khonajazeva, 2022). Ensuring the quality of preschool education depends directly on the professional competencies of the teachers, therefore the assessment of teachers' competencies is becoming a priority area in both Lithuanian and international educational contexts.

Studies (Ibda, et al., 2023; Carmen, et al., 2022) have shown that teachers most often improve their subject-specific competencies but emphasise the importance of psychosocial competencies. The competencies of a preschool teacher have their own particularities – a greater need for personal, pedagogical, and psychological qualities, a professional focus, and an understanding of children and childhood (Jurašaitė-Harbison, 2000). According to S. Poteliūnienė (2019), subject-specific and general competencies are synergistic and must go hand in hand, i.e., it is important to know not only what to teach, but also how to teach. Empowering teachers and strengthening their social and emotional competencies is essential; together with teachers' subject-specific competencies, this can help ensure high-quality education.

Teachers in Lithuania and around the world face many challenges in their work. They are at high risk of professional burnout, which is particularly evident in today's context. Recent scientific studies have placed particular emphasis on the topic of teachers' psycho-emotional well-being: the links between teacher burnout and job satisfaction have been examined (Gedvilienė, Didžiulienė, 2020), drawing attention to the importance of the social and emotional well-being of preschool education specialists (Jennings, 2020) and emphasising that the emotional well-being of the employees themselves is important for the quality of the services they provide (Susman-Stillman et al., 2020). Disruption of lessons due to children's behaviour and social-emotional difficulties is one of the key factors increasing the risk of teacher burnout (Mijakoski et al., 2022). Data from Lithuania is consistent with global trends: even among preschool teachers, professional burnout is associated with the emotional and psychological difficulties exhibited by children (Murauskienė, 2023). Unfortunately, research into teachers' work-related needs and the improvement of their psychological well-being has not yet received sufficient attention.

According to the TALIS data for 2024, Lithuanian teachers improve their qualifications the most compared to teachers in other countries, but this does not have any significant impact on the effectiveness of their work (TALIS, 2024). Stanichenko, Makarenko, Mksymova, and Fedorova (2024) argue that there is a lack of effective methods for training teachers to work in preschool groups and developing their competencies. It is therefore important to examine both the pedagogical preparation and practical experience of teachers in the field of pre-school education and to seek new opportunities to improve the quality and effectiveness of education and training systems in Lithuania.

Educational reforms and rapid changes in social life influence the qualifications, professional competencies, and abilities of preschool teachers. It is no longer sufficient to have acquired knowledge alone – it is becoming increasingly important to develop new competencies. Every teacher should continuously improve his or her competencies and skills in line with current changes. Therefore, it is very important to continuously assess teachers' competencies and, based on the data obtained, help improve teacher training and competency development programmes.

The aim of the study is to investigate how preschool teachers assess their competencies and identify the need for professional development in order to improve their psychosocial well-being in the educational process.

The use of educational technology and related efforts to individualize and optimize learning (keyword: learning analytics) as well as data-based decision making are transforming educational practices, including learning and teaching, assessing and counseling, and pedagogical decision making (Hartong et al., 2025; Krein & Schiefner-Rohs, 2021; Macgilchrist et al., 2023). Data, as a ubiquitous element of these developments, becomes increasingly meaningful in educational settings and in teachers' everyday work, with data literacy emerging as a key media education skill (Hepp et al., 2022; Wolff et al., 2016). This leads to new demands on teachers' professional competence, requiring them not only to understand data and its implications, but also to critically reflect on it and use it responsibly in educational settings. Data literacy, therefore understood as the ability to read, analyse, interpret, create and communicate data, as well as to critically evaluate the relevance and credibility of data, reflect on ethical implications and interpret social and contextual conditions, is a key prerequisite for meeting these expectations (Jarke & Breiter, 2019; Altenrath et al., 2021; D'Ignazio & Bhargava, 2016). However, data literacy has only been integrated into teacher training to a limited extent. Despite the high level of interest among teachers in data-based approaches, they report feelings of unpreparedness when it comes to working with data (DATA-READY Consortium, 2025).

The EU project DATA-READY (Erasmus+ Policy Experimentation) aims to address this gap. Using a multidimensional approach, the project conducted an international survey, including literature reviews, document analyses, surveys and interviews in five countries (Germany, Greece, Portugal, Poland, Cyprus) to examine current strategies and practices on data literacy (DATA-READY Consortium, 2025). Based on the findings, a comprehensive Data Literacy Framework was developed to define essential data literacy competencies for teachers and students in compulsory education. Building on the Data Literacy Framework, a higher education course was developed that translates the identified data literacy competencies into specific learning objectives and content. The overarching goal is to establish data literacy as a core component of professional teaching competence in teacher training, thereby addressing the existing need for professionalisation. Since data literacy is a multidimensional, complex construct, promoting it within an educational setting with limited time resources poses major challenges. In order to exchange and discuss experiences in this area at a European level, the contribution provides a structured overview of the course design and reports first insights from the development and piloting process. It addresses the following research questions:

1. What specific challenges arise when designing a higher education course for promoting data literacy in teacher training?

2. What aspects need to be considered in order to transfer the course to other (European) countries?

3. How do students assess the relevance of the course content for their future professional practice?

Since English is widely positioned as an international language, many countries have introduced educational policies that require children to begin learning English as a foreign language (EFL) at an increasingly early age (e.g., Andúgar et al., 2018; Brumen et al., 2017). Following this global trend, the Taiwanese government has actively promoted English education and implemented bilingual teacher education initiatives across different stages of teacher preparation. In early childhood education, teachers who have received English instructional training and possess sufficient English proficiency are often considered particularly well suited to provide English learning opportunities, as they understand young children’s development and are capable of managing classroom behaviour (Hsieh, 2013). Therefore, during the teacher preparation stage, some senior students majoring in early childhood education enrolled in English teacher education programs. These programs aim to strengthen pre-service teachers’ English proficiency and instructional competence and prepare them to provide English learning opportunities for kindergarten children.

However, current literature has largely focused on the benefits of early bilingualism (Brumen et al., 2017; Chen et al., 2022; Ramirez & Kuhl, 2017). Other studies have primarily described how English as a foreign language is introduced to kindergarteners (Dolean, 2015; Owodally, 2015). Nevertheless, research remains limited in explaining how to effectively prepare pre-service early childhood teachers for integrated English teaching in kindergartens, particularly with regard to how teacher education learning is transformed into classroom practices. In fact, an appropriate early childhood foreign language curriculum should comprehensively consider teacher qualifications, teacher training, the timing of language integration, teaching resources, curriculum and activity design, and children’s learning motivation in order to support meaningful learning experiences (Murphy & Evangelou, 2016; Scheffler & Domińska, 2018).

Addressing this gap, this study focuses on Taiwanese pre-service early childhood teachers enrolled in an English teacher education program. It aims to investigate their learning experiences in the program and to trace how they implemented integrated English teaching in kindergarten contexts. Ultimately, the study intends to provide practical implications for teacher education institutions and for the design of integrated English activities in early childhood settings. The research questions are: (1) What are Taiwanese pre-service early childhood teachers’ perceived learning gains and suggestions regarding the English teacher education program? (2) How do they integrate English into kindergarten activities, and what challenges do they encounter during implementation?

This study adopts integrated English instruction in early childhood as its conceptual framework. In early childhood settings, EFL learning opportunities are recommended to be embedded across daily routines and various activities rather than delivered as a separate subject. This approach aligns with young children’s developmental characteristics and emphasises that English should be integrated naturally and informally into children’s everyday experiences through meaningful interaction and play-based contexts (Alexiou, 2020; Mourão, 2019; Murphy et al., 2016). Moreover, integrated English instruction should reflect the principles of a spiral curriculum by building on children’s prior experiences and enabling them to revisit and reconstruct emerging concepts over time (Alexiou, 2020; Dolean, 2015).

The preparation of pre-service early childhood teachers for integrated English instruction is closely connected to ongoing European discussions on early language learning and multilingual education. Across many European contexts, early foreign language education is often framed not only as linguistic training, but also as part of children’s holistic development within child-centred and play-based curricula. In this regard, the present study offers an empirical case from Taiwan that illustrates how pre-service teachers negotiate the implementation gap between teacher education coursework and classroom practice. The findings contribute to European scholarly conversations by providing comparative insights into how integrated early language learning can be sustainably supported through teacher education and professional preparation.

In an increasingly digitized and often chaotic world, reading provides meaning and guidance to children and young people. However, technology does not eliminate reading, but rather changes its form of presentation and can even be a motivational factor for reading if it is intelligently integrated into the act of reading. The role of motivating students to read, regardless of the form of presentation of the text, and of cultivating their enjoyment of reading, falls to teachers. Teachers can play a very important role in developing motivation to read (Gambrell, 1996; Guthrie, 2008), but in order to motivate students, they themselves should be role models as readers, demonstrating in class that they enjoy reading and sharing their love for it (De Neaghel & Van Keer, 2013). Awareness of the importance of reading in the development of children and young people (Stutz et al., 2016; Wigfield et al., 2016) must begin with initial teacher training programs for primary and preschool education (Chen et al., 2024; Green, 2025).

Future teachers must be educated in the spirit of promoting reading as a formative, attractive experience adapted to contemporary realities, not just as a compulsory teaching tool. They need to understand the role of reading in children's cognitive, emotional, and social development, as well as acquire skills to stimulate intrinsic motivation for reading from an early age. In this way, teachers can become authentic role models for readers, capable of creating an educational climate in which reading is not perceived as an obligation, but as a source of pleasure, knowledge, and personal development. Through such an approach, schools can make a decisive contribution to the development of competent, critical, and autonomous readers who are prepared to face the challenges of a constantly changing society.

Research investigating the motivation and reading practices of teachers or future teachers reveals that reading does not occupy an important place in their lives. Few teachers read frequently for personal and/or professional reasons (Applegate & Applegate, 2004; Benevides & Peterson, 2010; Cremin, Bearne, Mottram & Goodwin, 2008; Tenti-Fanfani, 2005; Larrañaga & Yubero, 2005; Vera Valencia, 2017) and rarely use libraries (Cremin et al., 2008; Marchesi & Miret, 2005; Romero, 2007). In the European context, a study of future Spanish teachers (Granado & Puig, 2014) concluded that 65% of respondents read less than the national average and that 88.6% bought fewer books than the national average. The researchers considered these figures worrying, especially since most participants were between 14 and 24 years old.

Romanian students perform below the OECD average in reading literacy: about 42% fail to reach the baseline level (Level 2), while only ~2% achieve high performance levels (5 or 6) (OECD, 2025). These results highlight persistent challenges in developing functional reading skills compared to other European countries.

Polish students perform above the OECD (2022) average in reading, with about 78% reaching at least Level 2 and ~9% achieving high performance (Levels 5–6), indicating stronger literacy outcomes than many European peers.

In this context, our study aims to investigate the intrinsic reading motivation and reader profiles of pre-service primary and preschool teachers from two universities in Romania and one in Poland, based on the following general research question: Are future primary and preschool teachers intrinsically motivated to read and frequent readers?

Comparing Romania and Poland provides valuable insights into how post-communist countries implement educational reforms and shape literacy outcomes: Poland consistently ranks above the OECD average in PISA assessments, reflecting successful reforms in school structure, teacher training, and equity measures (OECD, 2022), while Romania faces challenges such as low student performance and high early school leaving rates (OECD, 2025).

Challenging parent-teacher conversations are a recurring part of professional practice. They are emotionally charged, shaped by asymmetric expectations and attributions of responsibility, and can escalate quickly. At the same time, they require structured facilitation, perspective-taking, and workable agreements. In teacher education, authentic practice opportunities often remain episodic and difficult to scale because they depend on trained role-players and intensive coaching (Lane & Rollnick, 2007).

Against this background, we present an AI-supported learning environment that enables repeatable, situated practice with embodied Parent Avatars and structured reflection with an embodied Coach Avatar in both VR and desktop modes.

Prior work indicates that virtual role-play can enable repeatable, situated communication practice, and that generative, embodied agents can support unscripted dialogue and scalable coaching beyond predefined branching scripts (Othlinghaus-Wulhorst et al., 2019; Li et al., 2025). Debriefing is pivotal for consolidating simulated experience into learning, and recent VR evidence suggests chatbot-guided debriefing can yield competence and self-efficacy gains comparable to facilitator-led formats when prompts follow established structures (Evangelou et al., 2026; Palaganas et al., 2016). We therefore position embodied conversational agents as dual-purpose components for interactive simulation and structured debriefing at scale (Rudolph et al., 2006).

We treat both modes as pedagogically equivalent options: VR supports presence and conversational proximity, while the desktop mode is expected to be used more frequently due to lower access barriers and easier integration into regular modules (Hamilton et al., 2021; Witmer & Singer, 1998). The project connects to the broader need to foster transversal competences through scalable training opportunities (Calero López & Rodríguez-López, 2020).

Our guiding question is how a VR- and desktop-based tool can (a) create realistic practice conditions for demanding conversations, (b) support reflective learning and transfer, and (c) remain feasible for routine use in modules with larger cohorts. As the didactic frame we use Nonviolent Communication (NVC) as a practice-oriented model for de-escalation and relationship-building (Rosenberg, 2015). The metaphors of giraffe language and jackal language serve as memorable cues to shift from judgements, blame, and demands toward observations, feelings, needs, and requests.

The tool follows a short learning journey:

• a brief orientation by the Coach Avatar,
• a spoken simulation with a Parent Avatar, and
• a debrief with the Coach Avatar that reconstructs critical moments, poses reflection questions, links them to NVC concepts, and plans next steps for transfer.

The tool offers three freely selectable scenarios that represent typical challenging cases in lower secondary schooling in Switzerland: (1) track transition and performance pressure, (2) school anxiety and pressure for immediate relief, and (3) cyberbullying and escalation. The AI-enabled, embodied avatar approach aims to provide scalable conversational practice while preserving realism and variability, which current work on educational chatbots and conversational agents identifies as a key design opportunity and challenge (Okonkwo & Ade-Ibijola, 2021; Wollny et al., 2021).

While the primary use is in teacher education, the competence target is transferable to VET and workplace learning contexts where professionals regularly navigate demanding stakeholder conversations. The contribution addresses a widely shared challenge: scaling authentic communication practice without losing didactic quality and reflective depth, and securing this through iterative field development (Design-Based Research Collective, 2003; Wang & Hannafin, 2005; McKenney & Reeves, 2012).

The contemporary STEAM teacher education environment involves high uncertainty (Kim, Bolger, 2020), constant variability (Suh, Park, 2020; Vasquez et al, 2020), and emotional intensity (Jamil, Herro, 2021). Every workday teachers are faced with situations in which they must make quick decisions, respond to emotions, maintain students’ engagement, and remain professionally stable. Hargreaves (1998), Fullan (2001) noted that in such conditions subject or methodological knowledge is no longer sufficient. Recent studies confirm that STEAM teachers face additional pressures related to interdisciplinary integration, technological complexity, and identity negotiation (Kim,Bolger, 2020; Jamil,Herro, 2021). Effective teaching requires the ability to maintain emotional balance and adapt to complex, often unpredictable situations (Day, 2004; Masten, 2014). For these reasons emotional resilience is becoming an essential part of professional competence, especially in STEAM education, where experimentation, technological disruption, and intense emotional dynamics of students are commonplace. Emotional resilience in teaching is understood as an evolving, context-sensitive, and relational process that is shaped through experience, social interaction, and reflection (Gu, Day, 2013; Beltman, et al, 2011). As Masten (2001) notes, resilience comes from “the everyday magic of ordinary, normative human resources” (p. 227), suggesting that the capacity to adapt in challenging circumstances is rooted in typical, rather than extraordinary, human strengths. Ungar (2012) conceptualizes resilience as an ecological process which depends not only on environmental, community, and social resources but also on individuals’ capacity to navigate and negotiate these resources within their specific contexts. These perspectives suggest that emotional resilience is a learned competency that requires real, emotionally authentic experiences. However, most traditional teacher education models do not provide such experiences. They often rely on simulations, theoretical exercises or tightly controlled practices and partially reflect the real emotional complexity of STEAM education (Beltman et al., 2011). This gap is also evident in STEAM‑specific teacher preparation, where professional development often focuses on content integration rather than emotional demands (Suh,Park, 2020; Vasquez et.al, 2020). As a result, teachers often face a gap between what they have learned and what they experience in real classrooms. Emotional situations become a challenge as there was simply no room for them in the training process. This reveals a methodological issue: teacher education lacks a practice-based model integrating the development of emotional resilience in a real context, combining theory, practice and reflection. The Living Lab could hepl as is based on the principles of real context, co-creation, stakeholder orientation and iterative process (Leminen et.al, 2012; Steen, van Bueren, 2017). In such environments, teachers can operate in real, emotionally complex situations, reflect on their experiences, collaborate with others, and develop emotional resilience in practice, not only to learn theory. Vartiainen et al. (2020) showed that Living Lab-type environments promote inquiry-based learning, technological literacy, co-creation, and reflection, i.e. competencies that directly contribute to strengthening emotional resilience. The first empirical data from the Lithuanian EDUTECH STEAM Center confirms these insights: Living Lab environments allow teachers to design and test STEAM activities in real classrooms, while strengthening their pedagogical and emotional resilience competencies (Melnikova et al. 2023). We argue for the necessity of conceptual model explaining how the Living Lab methodology can be integrated into STEAM teacher education programs. The problem question seeks to understand how the Living Lab principals can be applied in STEAM teacher education to foster emotional resilience. Seeking the goal, tasks are solved: 1) to reveal the emotional challenges posed by the STEAM educational context for teachers; 2) to reveal the potential of the Living Lab principles for teacher education; 3) to create a conceptual model integrating the principles of Living Lab into the development of emotional resilience in STEAM teacher education.

Generative artificial intelligence is increasingly reshaping qualitative research practices and the epistemic conditions under which interpretation, sense-making, and methodological judgment are produced. While recent methodological research has examined AI-supported qualitative analysis, considerably less is known about how researchers themselves experience, appropriate, and critically reflect on the use of generative language models within their own empirical work. This poster presents findings from a higher education study that investigates how novice researchers integrate AI tools into qualitative empirical research processes and how they negotiate questions of interpretative responsibility and methodological agency.

The poster contributes to methodological discussions in qualitative educational research by empirically illuminating how generative AI is appropriated, reflected upon, and bounded in research practice. It discusses implications for the further development of qualitative research methodology under conditions of increasing automation, with particular attention to reflexivity, transparency, and epistemic responsibility in processes of knowing and acting.

The practical application of author-developed program “Fundamentals of Political Science” is considered crucial in modernizing the content of educational curriculum and implementing innovative processes while taking into account students’ psycho-emotional well-being. It originated from the need to hone students’ ability not only to perceive the information, but to process, interpret, and make logical decisions. Preceding allows students to analyze the problem by comparing various sources, be acknowledged about terms in official records, and approaching the topic from different perspectives when writing an argumentative essay. Furthermore, fostering personalized learning, study incentives, and responsibility, the author-designed program provides thorough preparation for external summative assessment in accordance with the Cambridge A Level program.

Research question: How does the use of an author-designed program affect students’ learning motivation and iterative research skills?

Research objective - To identify the innovative opportunities arising from the systematic implementation of an author-designed program in the learning process, cognitive engagement, and analytical, creative thinking skills.

Research tasks: to examine the theoretical and practical foundations of a personal-experience-based, author-designed program; to analyze it by comparing it with modern teaching concepts (inquiry-based learning, student agency) and to integrate it with the action research approach; to plan lessons based on an author-designed program in accordance with the research context; to define learning objectives and expected results; to build a system of problem-based and inquiry-based tasks to integrate it step-by-step into the learning process; to prepare practical recommendations for enhancing the teaching process by analyzing findings and identifying the benefits of an author-designed program.

Expected results: Lessons based on an author-designed program ensures enhanced iterative research skills(questioning, hypothesis formulation, investigation, analysis, conclusion, and reflection), increasing students’ engagement. Moreover, students learn how to express ideas freely, analyze data, provide evidence-based arguments, and produce creative solutions. The research findings also enable teachers to use the author-designed programs efficiently in practice and to deepen their professional reflection.

Within the global teaching approach examined in the study, the author-designed program implemented in the United Kingdom focuses on problem-oriented questions and encourages students to formulate hypotheses, seek evidence, and analyze information, thereby developing research logic and analytical thinking. In the OECD Learning Compass 2030, student agency, broad competencies, and lifelong learning are highlighted as key values in education. This concept allows an author-designed program to be regarded as a theoretical foundation for implementing learner-centered, innovative, and competency-based iterative research skills. Consequently, the educational process supports students in developing an individual learning trajectory, formulating questions, scrutinizing data, and applying the knowledge obtained in real-life situations. This, in turn, contributes to the enhancement of students’critical and creative thinking, independent decision-making, and responsibility for learning outcomes. In “The Action Research Planner” by Kemmis and McTaggart, action research is considered a research approach aimed for teachers’ professional practice. The authors proposed a methodological framework that enables the systematic analysis of changes in the teaching and learning process through the “plan–act–observe–reflect” cycle and supports the development of teachers’ professional reflection. As demonstrated in this work, during the planning stage, the content of the author-developed program was defined, and the research objectives and expected outcomes were clearly identified. During the action stage, lessons based on the author-developed program were implemented in the instructional process, incorporating student-centered tasks and interaction-based instructional approaches. In the observation stage, students’ engagement, motivation, and demonstration of cognitive skills in the learning process were systematically monitored. At the reflection stage, the collected data were analyzed, and the strengths and limitations of the author-developed program were identified. The results of reflection formed the basis for improving subsequent instructional activities, and the Action Research cycle continued iteratively.

Teacher professional development is at the core of educational quality improvement. Contemporary perspectives hold that teachers' growth is not merely an accumulation of knowledge and skills, but also a deepening process of their professional identity and moral judgment ability (Pei et al. 2023). However, on the path to professional excellence, teachers often encounter complex situations that go beyond technical aspects and touch upon the core of values - moral dilemmas. This is not an occasional disturbance but a regular part of daily decision-making, constituting a key arena where teachers' professional identity and ability are tested (Ehrich, 2011). Therefore, understanding how teachers deal with moral dilemmas in their professional development is of fundamental significance for supporting their transformation from technically proficient individuals to professional decision-makers.

Against the backdrop of the current global educational transformation and local policy adjustments, the practical environment for teachers has become increasingly complex. Take China's "Double Reduction" policy as an example. Its macro goal of reducing students' burden and reshaping the educational ecosystem has, at the micro level of teaching, intensified deep-seated contradictions. Teachers are now compelled to navigate the persistent tensions between "educational equity" and "teaching to individual aptitude", "policy ideals" and "performance evaluation realities", and "students' all-round development" and "academic competition pressure" (Li, et al. 2023). This has placed teachers in a policy-driven "high-intensity ethical laboratory", where moral dilemmas are more prominent than ever. Fundamentally, this predicament is structural: teachers are expected to strike a balance between implementing burden reduction and ensuring admission competitiveness, responding to policy requirements and meeting parents' expectations, and adhering to educational ideals and adapting to school evaluations. This balance is not merely a matter of strategic choice but involves conflicts between professional values and educational ethics. For instance, a primary school teacher may face such a dilemma: to comply with the "Double Reduction" policy, he needs to reduce homework and extracurricular training, yet he is concerned that this might undermine students' competitiveness in the admission process, thereby affecting parents' evaluation of the school and students' admission rates. This situation forces teachers to make moral choices between burden reductionand admission competition- to adhere to the educational ideals of the policy or succumb to the pressure of reality. Such choices often come with significant psychological burdens and job burnout (Skaalvik, 2014).

Although existing research has paid extensive attention to the impact of the "Double Reduction" policy, there is still a lack of in-depth exploration of the internal cognitive and meaning-making mechanisms of teachers. However, this process of cognition, decision-making, and action in the face of difficulties is precisely the most challenging and constructive core in teachers' professional development. Based on this, this study adopts the grounded theory method, aiming to deeply explore: in the structural tension formed by the "Double Reduction" policy, how do teachers perceive and interpret the moral dilemmas they face? What characteristics do these moral dilemmas exhibit? What are the roots of their generation? By revealing the moral cognition and behavioral logic of teachers, this study hopes to provide a new perspective for understanding teachers' professional development and offer empirical evidence for the construction of an effective teacher support system.

In view of the increasing tendency toward isolation in many countries (Surkalim, 2022, p. 1), particularly among young adults (Osborn et al., 2021, p. 54), and the growing socio-political challenges in schools, future teachers need the ability to engage in collective experiences of exchange and cooperation that enable them to collaboratively develop solutions to complex issues. Against this backdrop, a university in Rhineland-Palatinate has established the project-based submodule “collaboratively socially engaged" as part of its BA Primary Education program. Within the practical project, all 400-450 university students (students in the following) per year collaborate in pairs or groups to implement semester-long projects at schools or in extracurricular learning settings. This network aims to contribute to social engagement, community building and participation, both for students and for primary school children. In the spirit of peer-to-peer learning, trained student tutors guide groups of 12 students in processing their experiences through collegial case consultation at five points during the project period. Focusing on peer-to-peer consultation, the objective is to explore how professionalization impulses arise in the project-accompanying student groups, identify the conditions required for their emergence and reflect the implications of these findings for teacher education in an international context.

Based on the approach of structural-theoretical professionalization (Helsper, 2021), professional action by primary school teachers refers to action characterized by various areas of tension that contain conflicting orientations. A typical tension in the context of the project, for example, is the desire to meet children's needs for closeness while at the same time maintaining a role-based distance. These conflicts embed processes of education and reflection. Education is conceptualized here in the sense of transformative education (Koller, 2021). Transformative educational processes can be triggered by experiences of crisis, e.g., by irritations, when established patterns of behavior lose their effectiveness and prompt reflection on alternative ways of acting. Reflection is understood as directed attention to something remarkable or irritating (Dewey, 1910). For Dewey, reflection begins with an irritating experience. These crises, triggered by experiences of foreignness and irritation, require a productive response to the demands of the foreign (ibid.). The fact that dealing with crises can be relevant to professionalization has been empirically documented on several occasions. Specifically, it has been shown that crisis experiences can both lead to the establishment of familiar patterns and initiate processes of change. Drawing on the first project results presented here, it is assumed that the collaborative case consultation in peer-to-peer reflection groups creates a platform in which experiences of foreignness can be processed and lead to new perspectives.

Thus, collaborative peer-to-peer case consultation groups serve as a form of collective processing of irritations and uncertainties that are internationally recognized as core professional challenges for teachers (Bonnet & Glazier, 2025). Collegial case consultation is understood as a comprehension-centered process of equal and appreciative reflection on a case (Grabosch 2020). Current empirical studies discuss the effect of collegial case consultation. What is striking about more recent publications is that collegial case consultation is presented less as a tool for professionalization and more as a means of promoting psychological well-being. Grounded in these theoretical considerations as well as current research, the question arises to what extent professionalization impulses emerge in the peer-to-peer reflection groups and what conditions are necessary for their development.

Topic Information: The National Association for the Education of Young Children (NAEYC) is a professional member organization dedicated to encouraging high-quality learning techniques for each unique and individual child. One of their most significant contributions is encouraging more educators to embrace developmentally appropriate practices. NAEYC defines developmentally appropriate practice "as methods that promote each child's optimal development and learning through strengths-based, play-based approach to joyful, engaged learning" (NAEYC, 2020, pg. 5). In other words, the implementation of age-appropriate practices caters to each student and builds on the children’s strengths. Although Developmentally Appropriate Practices were first published in 1987, the guidelines for DAP were revised in 1997 (Kim & Buchanan, 2009, pg. 1113). NAEYC completed the revisions to reach more children in terms of cultural and language differences. Most recently revised NAEYC document discarded the term “best” in conceptualizing developmentally appropriate practices to avoid cultural biases which favor white, educated, and middle-class group (NAEYC, 2020). The guideline was revised based on the assumption that there is no best practice that works for young children, but it depends on diversity of children, their families and culture (NAEYC, 2020; Mengstie, 2023). However, distinctions between “Developmentally Appropriate Belief and Practice” and “Developmentally Inappropriate Belief and Practice” are still drawn within the field through culture specific and cross-cultural studies (Hegde & Cassidy, 2009; Hegde & Cassidy, 2009; Rentzou & Sakellariou, 2011; Mengstie, 2023). Most of these studies have utilized quantitative and qualitative methods to examine this topic of study, and participants have been preschool, kindergarten or elementary/primary teachers.

Theory: Bronfenbrenner’s ecological systems perspective is extremely relevant in the study of teacher beliefs and practices and understanding the contextual factors that affect those beliefs and practices. The basic idea of the ecological systems perspective is that individual development is a function of interplay between people and contexts, an idea, which is explained by the person-process-context -time (PPCT) model (Bronfenbrenner, 1989; Bronfenbrenner,1999). The concept of the “person” within the PPCT model refers to the individual who is developing, an individual who is actively involved in his or her own development. However, how the person experiences the environment, or is affected by different contexts, is contingent on his or her own personal characteristics. These personal characteristics are also known as instigative characteristics. Though the classroom environment (microsystem) is certainly influential to developing beliefs, the individual teacher brings to the situation her own existing characteristics, including her belief structure that has been influenced by a plethora of earlier experiences. Relevant examples for the present study include years of experience in the field of early childhood, and a teacher’s personal teaching and educational efficacy beliefs. “Process” is a pivotal part of the proximal processes. These include teachers’ interaction with children which is impacted by teacher beliefs and the congruence of those beliefs with their practices. Further, the “context” and different factors in the environment can constrain teacher’s beliefs regarding developmental appropriateness. One of the environmental constraints we will examine within this study is classroom group size and ratios.

Following research questions guided the research study:

1) What do teacher and classroom characteristics look like across the kindergarten classrooms of Mumbai, India?

2) Are kindergarten teachers stated beliefs and stated practices correlated with each other?

3) Are kindergarten teachers stated beliefs and stated practices correlated with their actual observed practices (CPI)?

4) Do teacher beliefs and practices differ based on teacher education or experience levels?

5) Do classrooms group size or ratios matter?

1. Are teacher stated beliefs and practices (TBS) correlated with classroom group size or ratios?
2. Are teacher observed practices (CPI) correlated with classroom group sizes or ratios?

This study investigates how Scaffolding strategies embedded within Lesson Study cycles can improve Grade 9 students’ motivation and analytical skills in chemistry education. Initial observations and student voice interviews demonstrated that many learners struggle to interpret chemical data, construct scientific arguments, and identify conceptual relationships. These difficulties point to limited active learning opportunities and insufficient instructional support, highlighting the need for structured and collaborative improvement in pedagogy.

Chemistry is a cognitively demanding subject that requires abstract and symbolic reasoning. Without guided support, students are likely to disengage or develop misconceptions. According to Vygotsky (1978), learning progresses most effectively when appropriately scaffolded within the learner’s Zone of Proximal Development. Bruner (1983) further emphasises that scaffolding should be gradually removed as students gain autonomy, enabling them to develop higher-order thinking independently. Therefore, scaffolding is considered a key pedagogical approach for strengthening analytical capacity and confidence in tackling complex tasks.

To ensure effective professional collaboration, this research integrates scaffolding within the Lesson Study framework. Lesson Study is recognised globally as a powerful model for instructional improvement, enabling teachers to engage in joint planning, classroom observation, and critical reflection based on real student learning evidence (Lewis, 2002; Dudley, 2011). Lesson Study supports the design of richer learning experiences and helps teachers identify precisely when and why students experience learning challenges (Stepanek et al., 2007). Combining scaffolding and Lesson Study creates a strong alignment between theory and practice, supporting both student and teacher development.

The research was collaboratively conducted by three chemistry teachers representing different levels of professional experience. Research on professional learning communities indicates that such collaboration strengthens differentiation and innovation in teaching (Hargreaves & Fullan, 2012). However, despite the known benefits, structured peer observation and feedback remain limited. The MetLife survey (2009) revealed that while teachers value collaboration, systematic observation-based support is still uncommon. Thus, this study responds to that identified gap by positioning Lesson Study as a professional learning strategy.

The study aims to understand how scaffolding-informed interventions can increase students’ motivation and analytical reasoning during chemistry lessons. The central research question guiding the inquiry is: How can scaffolding strategies implemented within Lesson Study improve students’ motivation and analytical skills in chemistry? Additional questions explore the influence of reflective professional dialogue on engagement and how differentiated scaffolding affects learners with varying readiness levels.

The research focuses on Grade 9 students participating in the study, representing a broad range of academic abilities. The involvement of the Lesson Study coordinator, Ms. Raushan Zhumatayeva, ensured mentorship for the teaching team, strengthened reflective practice, and supported lesson improvement. This guidance enabled the refinement of scaffolding strategies such as breaking down complex concepts, activating prior knowledge, clarifying expectations, using visual prompts, and facilitating structured peer learning.

The objectives of the study are to increase students’ ability to analyse and synthesise chemical data, foster deeper learning engagement, and build confidence among all learners. The project also aims to enhance teachers’ professional competence through evidence-based reflection and collaboration, while generating practical recommendations for future chemistry instruction.

Expected outcomes include measurable improvements in analytical reasoning, increased curiosity and motivation, stronger scientific communication skills, and more active collaboration among students. Lesson Study participation is expected to enrich teachers’ understanding of differentiation and enable informed pedagogical decisions that support equitable learning outcomes.

Overall, this study contributes to strengthening secondary chemistry education by demonstrating how Scaffolding and Lesson Study work together as an effective framework for improving cognitive engagement and teaching quality. It further highlights the importance of structured collaboration and reflective practice in responding to students’ evolving needs and enhancing instructional success.

This proposal is framed within the urgent need to address the global challenges of the 2030 Agenda, specifically SDG 4, which promotes inclusive, equitable, and quality education as a cornerstone of fundamental rights (García-Rubio, 2017). Although recent data from the INEE (2025) reflect a positive trend in reducing grade retention—resulting from recent regulatory reforms and an emphasis on continuous assessment—Spain remains in a vulnerable position compared to European Union standards. Persistent regional disparities and the risk of stagnation regarding the early school leaving target (set by the EU at below 9% by 2030) necessitate the identification of contextual factors that safeguard academic achievement. In this context, our line of research focuses on effective school-family interaction as a driver of educational resilience.

The theoretical foundation of this proposal is built upon the model by Hoover-Dempsey and Sandler (1995), which analyzes the processes and mechanisms of parental involvement. Traditionally, literature has indicated that parental participation improves performance; however, our group's research suggests that the key lies in the "active team for partnership" proposed by Epstein (2001). The problem is that teachers often do not feel equipped to lead this alliance. According to evidence from the TALIS report (Ministry of Education and Vocational Training, 2019), educators demand specific training in managing communication with families—a need that the current diagnostic of the educational system continues to highlight as a priority.

Our research is based on the premise that teacher "invitations" are the strongest predictor of family involvement. As noted by Godás et al. (2019), it is essential to establish empirical foundations for intervention programs capable of transforming the school climate. Thus, the research question is: To what extent does a teacher training program focused on invitation and collaboration strategies improve the quality of family involvement and student success? It is argued that the lack of pedagogical training regarding this relationship creates barriers that perpetuate school failure (Fernández et al., 2010).

The proposal aligns with the Council of the European Union (2021) and its Strategic Framework for European Cooperation (2021-2030) by proposing a teacher training model based on shared responsibility (Lorence et al., 2024). This model focuses on developing competencies that enable educational professionals to promote family engagement and commitment to their children's education from within the school institution.

The development of students’ abilities to analyse and interpret chemical processes is a central goal of contemporary science education, particularly in the context of competency-based curricula and an increasing emphasis on scientific reasoning. Despite systematic instruction, many lower secondary school students experience persistent difficulties in constructing evidence-based explanations, interpreting experimental data, and transferring chemical knowledge to unfamiliar or problem-oriented contexts. These challenges indicate a need for pedagogical approaches that explicitly support reasoning processes while also addressing learner diversity. In recent years, artificial intelligence (AI) technologies have attracted growing attention as tools capable of enhancing personalisation, feedback, and formative assessment in classroom practice. However, their effective integration requires a clear pedagogical framework and a well-defined role for the teacher.

This study explores the pedagogical potential of integrating the Claim–Evidence–Reasoning (CER) framework, problem-based learning (PBL), and AI-supported instructional tools to foster students’ analytical and interpretative skills in chemistry education at the lower secondary level. The CER framework was selected as it provides an explicit structure for scientific argumentation, enabling students to formulate claims, support them with appropriate chemical evidence, and justify the relationship between evidence and claims through scientific reasoning. Problem-based learning was employed to situate learning within meaningful and cognitively challenging contexts, encouraging students to engage in inquiry, hypothesis generation, and explanation of chemical phenomena. AI technologies were incorporated as supportive tools to enhance differentiation, scaffold reasoning processes, and provide timely formative feedback.

The theoretical foundation of the study draws on constructivist learning theory and inquiry-based science education, which emphasise active knowledge construction through engagement with problems and evidence. Within this framework, AI was conceptualised not as a substitute for teaching, but as an adaptive pedagogical assistant that supports the teacher’s instructional decisions. This position aligns with contemporary perspectives on educational innovation, including the view articulated by Sal Khan, founder of Khan Academy, who argues that artificial intelligence can function as a personalised tutor for every learner, enabling scalable individual support. At the same time, the study reflects the position of Andreas Schleicher (OECD), who highlights that while AI will not replace teachers, teachers who effectively use AI are likely to transform educational practice.

The intervention was implemented during regular chemistry lessons and focused on topics involving the interpretation of chemical reactions, experimental observations, and cause–effect relationships. Learning activities included problem scenarios, incomplete texts, data interpretation tasks, and CER-structured writing assignments. AI tools were used to support lesson planning, generate tiered tasks, and provide adaptive prompts and feedback templates for formative assessment. All instructional decisions, feedback validation, and summative assessments remained under the teacher’s control.

The findings indicate that the combined use of CER, PBL, and AI tools contributed to measurable improvements in students’ ability to analyse chemical processes, select relevant evidence, and construct coherent explanations. Additionally, increased student engagement and participation were observed during problem-solving activities. The results suggest that this integrated approach offers a promising pathway for developing higher-order thinking skills in chemistry education while maintaining the central role of the teacher.

Personalized learning represents a pedagogical approach aimed at adapting instruction to learners’ individual educational needs, learning styles, and prior knowledge. Contemporary educational research emphasizes that personalization requires flexibility in content, learning processes, and assessment, enabling learners to follow individual learning trajectories (Tomlinson & Rose, 2011). The increasing availability of learning analytics and adaptive technologies has made such personalization more feasible by allowing the modelling of optimal learning pathways for diverse learner profiles (Luckin et al., 2016).

The theoretical framework of this study is grounded in constructivist learning theory, formative assessment theory, and models of adaptive and differentiated instruction. Shepard (2000) identifies formative assessment as a core mechanism for supporting learning development, as it provides continuous feedback that informs instructional adjustments and supports learner self-regulation. Reigeluth (2013) further argues that instruction should be aligned with learners’ cognitive structures and information-processing strategies, a principle that is especially relevant in cognitively demanding subjects such as programming. Digital learning environments play a critical enabling role, as they can process large volumes of learner data and generate adaptive tasks (Anderson, 2008). Recent studies also demonstrate that machine learning algorithms can anticipate learning difficulties and recommend appropriate instructional materials, thereby increasing the precision of personalized learning (Zhang et al., 2020).

Programming education is a particularly suitable context for personalized learning due to its abstract, algorithmic, and problem-solving nature. Papert (1980) emphasizes that learners construct knowledge most effectively when actively engaged in meaningful problem-solving rather than following rigid instructional scripts. Hattie and Yates (2014) similarly show that problem-based and project-based learning approaches significantly deepen learners’ understanding of complex concepts. However, previous research also highlights challenges in implementing personalized learning, including limited resources, insufficient teacher preparation, and resistance to pedagogical change (Spector, 2019; Tomlinson, 2014).

This study addresses the following research questions:

1. How does personalized programming instruction influence students’ academic achievement and algorithmic thinking in lower secondary education?
2. How does personalized learning affect student engagement and motivation in programming lessons?
3. What organizational and pedagogical challenges emerge when implementing personalized instruction in school contexts?

The objectives of the study are to systematize key didactic conditions for personalized learning in programming education, design and implement a personalized instructional model, empirically evaluate its effects on student achievement and engagement, and develop evidence-based recommendations for teachers and schools

This study aims to characterize teachers’ levels of metacognitive awareness and examine how these levels vary according to socio-professional variables, with a particular focus on professional experience. Understanding teachers’ metacognitive competencies is essential, as teaching is a cognitively demanding profession that requires constant decision-making, monitoring of instructional strategies, and reflective practice. Since Flavell’s seminal work, which introduced the concept of metacognition as the capacity to think about one’s own thinking, the construct has become central in educational psychology and continues to be a key element in the study of both learning and teaching processes.

Metacognition is commonly conceptualized as comprising two major dimensions: metacognitive knowledge and metacognitive regulation. According to Schraw and Dennison (1994), metacognitive knowledge refers to the awareness individuals hold about themselves as learners, the tasks they engage in, and the strategies available to them. This knowledge includes declarative knowledge (knowing what), procedural knowledge (knowing how), and conditional knowledge (knowing when and why). Metacognitive regulation, on the other hand, encompasses the processes through which individuals plan, monitor, and evaluate their cognitive activities. These regulatory skills allow learners—and, crucially, teachers—to flexibly adapt strategies to meet the demands of various tasks and contexts.

While metacognition has been extensively studied in relation to students’ academic performance, comparatively fewer studies have examined its role in professional learning, particularly within the teaching profession (Karlen et al., 2023; Karlen et al., 2024). Yet, the emerging evidence consistently highlights metacognition as a core component of effective teaching. Teachers with higher levels of metacognitive awareness tend to engage more systematically in reflective practice, adjust instructional strategies to support diverse learners, and explicitly model metacognitive processes to their students (Gutierrez de Blume et al., 2024; Mbato & Triprihatmin, 2022). These competencies not only enhance teacher effectiveness but also contribute to creating classroom environments that foster self-regulated learning.

A growing body of research has also explored the relationship between teaching experience and metacognitive functioning. Prior studies suggest that professional experience may contribute to metacognitive differentiation among teachers, with experienced teachers often demonstrating greater proficiency in applying problem-solving strategies and supporting student autonomy. For example, research by Cihanoglu (2012) and Metallidou (2009) indicates that in-service teachers more frequently employ sophisticated strategies such as analogy, systematic task breakdown, and flexible adaptation to context. Pre-service teachers, in contrast, tend to use these strategies less spontaneously and with less confidence, likely due to their limited exposure to real instructional challenges.

However, experience alone does not guarantee mastery of metacognitive strategies. Recent findings show that even experienced teachers may lack awareness of empirically supported learning strategies, such as spacing and interleaving, which have been consistently demonstrated to improve long-term retention (Halamish, 2018). This gap suggests that some metacognitive skills may not naturally develop through classroom experience and may require targeted professional development. The persistence of misconceptions or limited strategic repertoires highlights the need for ongoing training that integrates evidence-based learning principles into teaching practice.

Given this context, investigating teachers’ levels of metacognitive awareness and understanding how these levels relate to socio-professional variables is of particular relevance. Such knowledge can inform the design of professional development programs that better align with teachers’ needs, promote reflective and evidence-based pedagogical practices, and ultimately contribute to improved teaching quality. By examining how metacognition varies across professional experience and other characteristics, this study seeks to deepen the understanding of how teachers develop as reflective practitioners and how educational systems can better support them.

BACKGROUND

Creativity has emerged as a critical educational priority on the global stage. In recent years, international organizations and assessments such as OECD and PISA have increasingly emphasized the cultivation of creativity in education (OECD, 2023). Conceptually, creativity is widely defined as the generation of original and appropriate ideas or products within a specific context (Runco & Jaeger, 2012). Its development is understood as a dynamic process arising from the interplay between individual factors, including personal characteristics, skills, and motivation, and environmental conditions, such as teaching methods and classroom culture (Amabile, 1996).

Challenges in implementing creativity

Despite its acknowledged significance, the integration of creativity into everyday classroom practice remains challenging. Teachers often report difficulties in identifying students’ creative potential and in designing, implementing, and assessing pedagogical strategies that effectively nurture creative thinking (Bereczki & Kárpáti, 2018).

The role of teachers’ beliefs

A growing body of research underscores the role of teachers’ beliefs about creativity in mediating instructional decisions and classroom practice. These beliefs tend to be multifaceted, showing implicit and explicit understandings and perceptions in teaching, learning, and students in relation to creativity (Cropley et al., 2019). When teachers hold robust beliefs about students’ creative capabilities, they are more likely to select and adapt instructional methods aimed at fostering creativity and to sustain long-term commitment to its development.

More importantly, such beliefs are not universal but are able to be shaped by teachers’ prior experiences, disciplinary training, institutional settings, and sociocultural backgrounds, which may lead to conceptions that diverge from empirical definitions and research-based evidence (Kaufman & Beghetto, 2013).

PURPOSE AND RESEARCH QUESTIONS

Purpose

This study reviews the recent literature on teachers’ beliefs about creativity, with a focus on how teachers conceptualize creativity and how they recognize, interpret, and respond to manifestations of creativity in students. This review aims to advance theoretical understanding, identify research gaps, and provide a comprehensive synthesis that informs teacher education, school-based professional development, and systemic education reform.

Research questions

RQ1: How do teachers define creativity, and to what extent do these definitions align with research-based conceptions?

RQ2: What beliefs do teachers hold about the characteristics of creative students?

RQ3: How do teachers’ beliefs influence their creativity-fostering classroom practices?

RQ4: Under what conditions can teachers’ beliefs about creativity change?

A methodology for developing skills in linear functions based on the IDEAL method

The practical orientation of educational content and strengthening of inter-disciplinary connections are one of the main tasks of the modern school. In mathematics, linear functions are a simple and effective tool for modeling everyday, economic and natural processes. However, for many students, mastering linear equations and graphs is limited only as a formulaic skill, and the ability to apply the obtained models in real situations remains insufficient. In order to eliminate this gap, it is necessary to systematically introduce problem-oriented teaching and research-oriented methods into the classroom.

The IDEAL method (Identify — Define — Explore — Act — Look back) structures the learning process in stages and develops logical thinking from problem identification to conclusion. This method encourages students to actively research, formulate hypotheses and evaluate the results obtained. Using the IDEAL method in the context of linear functions allows students to systematically develop the skills of building a model, understanding the meaning of parameters, finding solutions using graphs and checking the conclusions obtained.

Research problem: Do 8th grade students have sufficient skills in formulating and proving practical problems using linear functions, and how can the IDEAL method improve these skills? This issue directly affects the results of teaching and learning in school mathematics, since it is important to consider that linear models are widely used in everything from economic problems to speed, cost, and revenue problems in physics.

The purpose of the study is to improve the skills of 8th grade students in solving applied problems using linear functions and justifying the obtained solutions by using the IDEAL method in the classroom. The tasks include: 1) diagnosing the initial level of students; 2) developing lesson plans using problem and interdisciplinary contexts (economics, physics, everyday life); 3) developing tasks and assessment tools used at each stage of the IDEAL method; 4) testing the effectiveness of the implementation and analyzing the results.

The significance of this study is that it contributes to the development of students' analytical thinking, modeling, and reflection skills. In addition, the use of linear functions in a practical context shows students the relevance of mathematics in everyday life and increases interest in the subject. Formative and summative assessment elements (e.g., research journals, self- and peer-assessment descriptors) are used to assess student learning, which allows for more accurate monitoring of the learning process and the introduction of result-oriented adjustments.

The following sections describe the specific structure of the lessons according to the stages of the IDEAL method, and present tasks, resources, and assessment criteria for each stage. In addition, pilot results and practical recommendations are presented, and problems and solutions for the wider use of the IDEAL method are discussed.

In the current era of globalisation, the education system is required not only to equip pupils with subject knowledge but also to develop higher-order thinking skills, specifically the skills of analysis, synthesis and evaluation. These requirements are of particular importance in physics, as the subject involves working with complex abstract concepts, theoretical models and phenomena that cannot be directly observed. In such circumstances, pupils' deep understanding of physical laws is often achieved through the conduct of thought experiments.

A thought experiment is a cognitive activity aimed at mentally modelling physical processes, predicting the relationships between variables, and drawing scientifically-founded conclusions, without conducting actual experiments. However, in school practice, pupils' skills in conducting mental experiments are not sufficiently developed. This, in turn, adversely affects their ability to analyse physical phenomena, identify cause-and-effect relationships and solve complex problems.

In our research, we considered one of the most effective ways to address this issue: combining differentiated instruction and Project-Based Learning (PBL). Differentiated instruction enables the adaptation of learning content, tasks and teaching methods to take into account students' levels of knowledge, learning pace, interests and cognitive characteristics. The Project-Based Learning method, on the other hand, engages students in inquiry-based activities through long-term projects focused on solving a real-world problem, fostering their active learning.

This study aims to develop the analytical skills of Grade 12 students in conducting thought experiments by applying the Project-Based Learning within an adaptive physics teaching framework.

The relevance of the study is defined by the need for Grade 12 students to apply theoretical knowledge in a practical and logical manner, as well as by the insufficient systematic use of thought experiments.

The main aim of the study is to determine and evaluate the impact of the Project-Based Learning method, incorporating adaptive learning elements, on the analytical skills of Grade 12 students when conducting mental experiments.

To achieve this aim, the following research questions were posed:

• How does the Project-Based Learning method, in an adaptive learning context, develop students' abilities to conduct mental experiments?
• What changes occur in students' skills in analysing physical phenomena, identifying the interrelationships between variables and drawing scientifically grounded conclusions?
• What is the effectiveness of the PBL method for students with different learning styles (visual, auditory, kinaesthetic)?

The theoretical foundation of the research is based on several scientific concepts. Firstly, Bloom's taxonomy highlights the importance of developing students' higher-order thinking skills, including their abilities to analyse and evaluate. Secondly, the concept of Project-Based Learning is regarded as an effective method that enables students to acquire deep knowledge by investigating complex problems. Moreover, the use of thought experiments is analysed in connection with the ideas of scientific modelling and theoretical cognition in physics.

Thus, the study proposes a scientifically grounded approach to teaching physics that combines adaptive instruction with Project-Based Learning to develop students' analytical skills when conducting mental experiments.