Category: Education & Learning
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Framework links green skills education with sustainable supply chains
This research indicates that industry-education partnerships may help bridge gaps between green skills development and sustainable supply chain management.
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Review maps uneven sustainability integration in higher education
This research indicates that sustainability in higher education is active but uneven, with curriculum and pedagogy dominating while leadership, policy coherence, transformative learning, and global citizenship are less examined.
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AlphaLearn frames e-learning pathway design as multi-objective optimization
This research indicates that e-learning pathway design can be framed as a constrained multi-objective optimization problem that includes fairness as a core criterion.
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Teachers most often identified challenges during mathematise phases
This research indicates that teachers' diagnostic competence in real-time mathematical modelling instruction was strongest when they identified many and varied student challenges, especially during the mathematise phase.
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Formative assessment data predicted standardized assessment performance
This research indicates that computer-based formative assessment data can predict standardized assessment outcomes, with mean abilities across competence domains performing best among the tested models.
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Misconceptions in chemistry were linked to lower self-efficacy
This research indicates that students with more chemistry misconceptions reported lower organic chemistry self-efficacy, and students retaking organic chemistry were more likely to show misconceptions at the start of the course.
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Narrative writing patterns differed by university context
This research indicates that linguistic patterns in university student narratives varied by institutional context and related differently to writing assessment scores.
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Pre-course aptitude test predicted introductory programming performance
This research indicates that a pre-course aptitude test can help predict first introductory programming assessment results and identify students who may need additional support.
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Content knowledge shaped workshop participation for out-of-field physics teachers
This research indicates that content knowledge was fundamental for effective participation in collaborative CoRe-design workshops, and that collaborative professional learning and development may need to be differentiated to support all out-of-field teachers.
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Sustained teacher education support shaped FA task design learning
This research indicates that sustained engagement with formative assessment task design helped one student teacher develop a more sophisticated understanding of formative assessment, while existing beliefs, school culture, and limited mentoring constrained that development.
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