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All Topic Review Biography Peer Reviewed Entry Video Entry
Topic Review Peer Reviewed
Education and Employment
This entry provides a detailed examination of the relationship between education and employment outcomes. It presents the conceptual framework which connects them and discusses the theories on their nexus, and is the first study to attempt this endeavor. Moreover, it analyzes the factors which influence the education–employment relationship, which the existing literature has not comprehensively addressed. In addition, this entry employs data from Eurostat which points to a beneficial role of education on employment, especially of tertiary education. The entry also highlights the role of factors such as the quality and relevance of education, the development of employability skills, the selection and matching processes in the labor market, and the broader economic and social contexts. Within this framework, policymakers should prioritize investments in education and training programs that align with labor market needs, promote both general and vocational skills development, and foster closer collaboration between educational institutions and employers.
  • 291
  • 20 Jun 2025
Topic Review Peer Reviewed
Differentiated Education Using Technology in Junior and High School Classrooms
This entry presents the findings of a bibliographic review in Differentiated Instruction (DI), emphasizing its importance in classrooms with diverse student abilities. DI encourages teachers to adjust their instructional methods based on students’ learning profiles and needs. It has been identified as a crucial strategy for fostering inclusion and equal opportunities in education. Overall, the document underscores the importance of DI in fostering personalized learning and equal opportunities, especially in diverse classrooms. It also highlights ongoing challenges, such as teacher preparation, time constraints, and the need for the effective use of technology and data.
  • 281
  • 10 Jun 2025
Topic Review Peer Reviewed
Problem-Based Learning Beyond Teaching: Case of Social Science Education in Latvia
Problem-based learning (PBL) is a student-centered instruction approach focused on skills development in problem-solving, interaction, autonomy, and critical thinking to learn and act to co-create new knowledge and solutions. Rarely, but authors sometimes identify the benefits of PBL for educators, for example, by allocating instructional time more flexibly for monitoring student performance and discussing issues. However, in the era where collaboration among universities and industries is emphasized, the authors pay little attention to contextualizing PBL in a broader context, such as bringing benefits for relationship management with the industry and alumni, promoting regional development, corporate and social responsibility, marketing of educational organizations, and talent development to create a mutual benefit-based ecosystem. Academic discussions about PBL planning and implementation also neglect the needs and motivation of industry stakeholders to get involved, thus narrowing not only the possibilities for cooperation between both parties but also negatively affecting student learning outcomes, which also directly depend on industry partners.
  • 242
  • 03 Sep 2025
Topic Review Peer Reviewed
Intensifying Instruction: A Conceptualization for Individualizing Effective Instruction
Intensifying instruction involves adapting alterable instructional variables to create a more individualized intervention from that which has been presented. Importantly, the intensified instruction is based on a reasoned hypothesis that it will be more effective than prior instruction.
  • 215
  • 25 Jul 2025
Topic Review
Proceedings of the Collaborations for Early Childhood Conference
The proceedings presented in this publication constitute a selection of presentations at the Colloquium on Collaborative Initiatives in Early Childhood, which was held in Montpellier, France in October 2021. They highlight a variety of topics related to the overall conference focus. Contributions come from academics working in Switzerland, Lithuania, Italy, Norway, Serbia, France and Bosnia-Herzegovina. The first issue of the LIRDEF Journal in Numerev examines (with a deliberately short format) the ways in which these collaborations take shape in different regions of Europe. In addition, there are two case studies from stakeholders in the field of early childhood studies who describe, through concrete examples, some local initiatives, namely the "Conseil de crèche" and the "Café des Parents®”. These two case studies showcase potential examples of successful programs that provide long-term support for young children through multiple transitions that take place during early childhood.
  • 212
  • 18 Feb 2025
Topic Review Peer Reviewed
Narrative Approaches in Science Education: From Conceptual Understanding to Applications in Chemistry and Gamification
Narrative methods are increasingly recognized in science teaching for their potential to deepen conceptual understanding and foster meaningful connections to scientific content. This review explores their educational significance by examining three main formats—historical narratives, realistic fiction, and science fiction or fantasy—highlighting how each can render complex scientific principles more accessible and memorable. Special attention is given to chemistry education, a field where abstract, multilevel concepts often pose significant challenges for students. Furthermore, the review explores the integration of narratives into gamified environments, examining how storytelling functions as both a motivational engine and a cognitive scaffold to support deeper learning in science. Finally, the review proposes directions for future research, underscoring the need for empirically grounded narrative resources that balance imaginative appeal with scientific accuracy across diverse educational settings.
  • 147
  • 13 Aug 2025
Topic Review Peer Reviewed
Design Justice in Online Courses: Principles and Applications for Higher Education
Design justice is an emerging framework that centers marginalized communities in the design of systems and technologies. Originating from the intersection of design, technology, and social justice movements, design justice challenges traditional design practices that often reinforce societal inequities. When applied to online education, it prompts critical examination of who benefits from digital learning environments and whose needs are overlooked. The framework operates on the principle that those most affected by a system should have a central role in designing it, going beyond accessible or universal design to fundamentally alter power structures within the design process itself. This entry introduces the principles of design justice and explores their relevance to online education and instructional design, arguing that seemingly neutral elements of course design—such as assessment modes, interface layout, or content formats can perpetuate inequities if created without attention to learners’ diverse contexts.
  • 38
  • 31 Oct 2025
Topic Review Peer Reviewed
Early School Leaving: Definition, Causes, and Consequences
Early School Leaving (ESL), or Early Leaving from Education and Training (ELET), remains a critical challenge across Europe and globally, with profound implications encompassing economic disadvantages, social exclusion, and reduced life opportunities for individuals. This entry analyzes the authoritative definition of the phenomenon, explores the multifaceted causes that drive it, and outlines the severe professional, social, and psychological consequences of failing to attain a minimal credential. ESL is widely understood not as an abrupt event but as a complex, cumulative, long-term process of school disengagement that is influenced by a myriad of interconnected risk factors originating in childhood and early adolescence. Understanding the interplay between individual, family, and institutional factors is crucial for designing effective, coordinated policy responses.
  • 25
  • 05 Dec 2025
Topic Review Peer Reviewed
Adult Learner Dropout in Online Education in the Post-Pandemic Era
Adult learner dropout is adults’ withdrawal or stop-out from formal or non-formal educational programs before successful completion. For adult learners, withdrawal often manifests as stop-out or temporary disengagement rather than permanent attrition, reflecting the episodic nature of their participation. Unlike traditional students, adult learners must often balance multiple life responsibilities—employment, caregiving, financial obligations, and community roles—while also pursuing education or training. Their vulnerability to attrition is further exacerbated by these overlapping demands, particularly when educational programs do not accommodate their situational and motivational needs. Adult learner dropout therefore requires a more dynamic understanding of persistence as a continuous negotiation between internal and external demands. Participation in online education has significantly expanded over the past two decades, particularly during and after the COVID-19 pandemic, as adult learners increasingly engage with digital platforms for work and communication. This exposure has enhanced their digital fluency, transforming their expectations and experiences of online learning. Thus, the underlying factors that influence adult learner dropout have also shifted—moving beyond technological and access-related barriers to instructional quality, engagement design, and relevance issues. In this evolving landscape, adult learner dropout can no longer be regarded as isolated or individual events. It is a systemic phenomenon emerging from dynamic interactions among psychological, pedagogical, contextual, and institutional factors.
  • 20
  • 17 Dec 2025
Topic Review Peer Reviewed
The Enemy Within: Work-Related Stress and the Education Crisis
Stress in the workplace has been recognised by the World Health Organization (WHO) as a global health epidemic. Research examining the most stressful industries to work in the UK consistently ranks education among the highest groups, encompassing early years practitioners to higher education academics. One of the most commonly reported contributory factors is poor work–life balance, with high levels of emotional exhaustion and depersonalisation—key components of burnout—endemic. Related research has highlighted unprecedented mental health difficulties among children and young people; while many educators feel ill-equipped to manage the levels of mental distress they encounter in the classroom and playground on a daily basis, contributing to their own diminished wellbeing. The current author posits that at the heart of a well-functioning learning environment is the holistic wellbeing of every member of the education community. This paper brings together evidence from across different levels of education to expose systemic failures to address work-related stressors, highlighting gaps in effective support mechanisms to meet the needs of both learners and educators. Philosophical questions concerning professional identities and the function of a contemporary education system with mental health on its agenda are considered. Finally, recommendations are put forward to help tackle the current crisis and curb the exodus of professionals from across the sector.
  • 20
  • 05 Jan 2026
Topic Review Peer Reviewed
Climate Change Education in Secondary Schools: Gaps, Challenges and Transformative Pathways
Climate change education (CCE) is increasingly recognized as a key lever for responding to the climate crisis, yet its implementation in schools often remains fragmented and weakly transformative. This review synthesizes international research on CCE in secondary education, focusing on four interconnected domains: students’ social representations of climate change (SRCC), curricular frameworks, teaching practices and teacher professional development, and emerging pathways towards transformative, justice-oriented CCE. A narrative review of empirical and theoretical studies reveals that students’ SRCC are generally superficial, fragmented and marked by persistent misconceptions, psychological distance and low perceived agency. Curricular frameworks tend to locate climate change mainly within natural sciences, reproduce deficit-based and behaviorist models and leave social, political and ethical dimensions underdeveloped. Teaching practices remain predominantly transmissive and science-centered, while teachers report limited training, time and institutional support, especially for addressing the affective domain and working transdisciplinarily. At the same time, the literature highlights promising directions: calls for an “emergency curriculum” and deeper curricular environmentalization, the potential of socio-scientific issues and complexity-based approaches, narrative and arts-based strategies, school gardens and community projects, and growing attention to emotions, hope and climate justice. Drawing on a narrative and integrative review of empirical and theoretical studies, the article identifies recurrent patterns and gaps in current CCE research and outlines priorities for future inquiry. The review argues that bridging the knowledge–action gap in schools requires aligning curriculum, pedagogy and teacher learning around four key principles—climate justice, collective agency, affective engagement and global perspectives—and outlines implications for policy, practice and research to support more transformative and socially just CCE.
  • 19
  • 29 Dec 2025
Topic Review
The Impact of a Mathematical Mindset Approach on Learning
Since the introduction of Carol Dweck's landmark work in mindset, many scholars have studied the impact of a change in mindset on learning, behavior, and health. National and international large-scale studies have validated the consistent correlation between learners developing a growth mindset (knowing that they can learn and improve) and performance on learning outcomes and longer-term learning behaviors. Whilst mindset interventions can have a positive impact on student learning, recent years have shown the need for more than a change in messaging. For widescale and lasting improvements in mathematics learning, messages need to be specific to mathematics, and delivered through a change in teaching approach, with mindset ideas infused through teaching practices and through assessment. This paper shares the evidence on the need for a “mathematical mindset” approach and the wide scale benefits that the approach promises to bring about.
  • 17
  • 22 Jan 2026
Topic Review Peer Reviewed
NOOR: Saudi Arabia’s National Platform for Educational Data Governance and Digital Transformation
NOOR is the Kingdom of Saudi Arabia’s national Educational Management Information System (EMIS), developed by the Ministry of Education to digitize and streamline academic and administrative processes across public schools. Through its unified digital infrastructure, the platform enables essential functions such as student enrolment, grade and attendance management, curriculum administration, and communication with families. Beyond its operational role, NOOR is regarded as a flexible digital foundation, with a predictive architecture, modular integration, and distributed infrastructure which position it as a potential model for broader public-service domains, including healthcare and digital governance. NOOR’s design supports equitable access, facilitates cooperation between educational organizations, and provides real-time data to inform evidence-based decision making. These capabilities contribute to improving learning processes, though their impact depends on wider institutional and pedagogical environments. The system has already demonstrated progress in areas such as data accuracy, academic monitoring, family engagement, and reporting efficiency. Aligned with Saudi Arabia’s Vision 2030 and the Tanweer educational reform program, NOOR reflects the national shift toward centralized, data-driven management of public education. With more than 12 million users, it is one of the largest EMIS platforms in the Middle East and contributes to global discussions on how integrated digital infrastructures can support impactful educational reform.
  • 17
  • 23 Dec 2025
Topic Review
Kindness in Children and Adolescents: Conceptualization and Interventions
Kindness, from the perspective of positive psychology and character strengths, is a virtue that supports others’ emotional and practical needs, strengthens relationships, and fosters a positive, inclusive social environment. Kindness can be defined as characterized by a set of behaviors, attitudes, and dispositions rooted in care, empathy, respect, and prosocial motivation. Kindness is a multidimensional, prosocial construct that developmentally evolves, shaped by cognitive development, personal and interpersonal factors, and social contexts. As individuals mature across childhood and adolescence, their understanding and expression of kindness become more complex, reflecting growing social and relational awareness and competency.
  • 16
  • 29 Dec 2025
Topic Review Peer Reviewed
Technologies for Supporting Academic Development
Academic Development (AD) represents a fundamental strategy for improving the quality of university teaching in the digital era. This entry proposes a critical analysis of technologies supporting AD, examining theoretical models, emerging practices, and contemporary challenges through a systematic review of academic literature. The TPACK (Technological Pedagogical Content Knowledge) framework emerges as a crucial model for the effective integration of educational technologies, while innovative approaches such as blended learning, flipped classroom, and communities of practice demonstrate significant potential in promoting teaching innovation. However, the analysis highlights structural criticalities: resistance to change, lack of institutional recognition, technological pedagogical gaps, and identity tensions related to the teaching role. The concept of “Age of Evidence” orients future perspectives toward evidence-based, personalized, and collaborative programs. The entry concludes with operational recommendations for policymakers and institutions, emphasizing the need for systemic investments that valorize teaching as a core scholarly activity. The original contribution lies in the critical integration of established theoretical frameworks with analysis of post-pandemic transformations and in identifying strategic directions to make universities “transformative” in addressing global challenges of sustainability, technological innovation, and critical thinking education.
  • 12
  • 20 Jan 2026
Topic Review Peer Reviewed
Parenting Intervention Programs Supporting Social–Emotional Development in Preschool Children: A Literature Review
Social–emotional development in early childhood lays the groundwork for school readiness, healthy relationships, and long-term well-being. Parents play a pivotal role in this process, shaping children’s emotional awareness, regulation, and social competence through everyday interactions. This literature review synthesizes evidence from 74 peer-reviewed studies to evaluate nine evidence-based parenting interventions targeting parents of preschool-aged children. The programs were analyzed with respect to their objectives, theoretical foundations, components, and the resulting outcomes for both parents and children. Across interventions, consistent benefits emerged in children, including improved emotion recognition, regulation, empathy, and prosocial behavior, as well as reductions in internalizing problems. Parents also gained in confidence and positive discipline practices. Key elements linked to effectiveness included active parent skill-building (such as modeling, role play, and guided practice), structured parent–child interactions, multi-component designs integrating home and school contexts, and flexible delivery formats that adapt to family needs. These findings underscore the critical role of parenting interventions as an evidence-based method to enhance preschoolers’ social–emotional development.
  • 9
  • 22 Jan 2026
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