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Developments in information and communication technologies, especially with the increase in internet use, have caused some important changes in the tourism industry, as in all sectors. Marketing strategies in the tourism sector have also undergone a transformation affected by these changes. As information and communication technologies develop, not only there is a decrease in communication costs, but also the regional borders of marketing activities have expanded and global studies have emerged. Transition to the digital world with the Internet; sharing information that will affect consumers' purchasing decisions, from destinations to tourism businesses and the diversity of services in tourism, has become one of the important variables of tourism marketing. The widespread use of information and communication technologies in the tourism sector has significantly changed the strategies and activities in tourism marketing, and especially the widespread use of social media has led to radical changes in the structure of promotional activities in tourism. In this study, which compares the social media usage of 5-star chain hotels, which are tourism businesses operating in the Turkish Republic of Northern Cyprus, the Greek Administration of Southern Cyprus, the Republic of Turkey and France, it is aimed to evaluate the effects of developments in information and communication technologies on tourism business marketing and the consumer-educational role of social media used in tourism marketing. Study; in addition to the advantageous and disadvantageous effects of technology and social media on tourism marketing, it also reveals the dimensions of the educational aspect.

Although social justice is an old concept, practical applications of it in education are relatively new and highly dependent on contextual variables, just as social justice leadership. Social justice leadership has been fostered by various distinctive factors in western and eastern societies. From this point of view, the authors attempt to compare Greek and Turkish school principals' social justice leadership to reveal the similarities and differences between them. In this qualitative case study, 12 principals from Greece and Turkey were interviewed through in-depth semi-structured interview questions. Comparative analysis was employed to identify the similarities and differences between principals' practices, internal and external social justice leadership resources, supports and hindrances. The results show that while the principals adopt universal social justice principles, they also use their own methods because of their schools' contexts and their life experiences.

Education policy research has seen a growing interest in the consequences of teacher trade unionism of global education reform. Less attention has been paid to teacher unions as strategic social actors attempting to influence both national education policy and employment relations at the school level. Addressing this topic, the article examines the challenges and dilemmas of teacher trade unions as they negotiate education policies in crisis contexts. With a particular concern for school and teacher evaluation, it focuses on reforms in Greek education, as these have played out in a period of structural adjustment and prolonged austerity (2010-2023). Drawing on interview data with leading members of the primary and secondary teacher unions, the article discusses the conditions in which reforms have emerged and the responses they have evoked from teacher unions in an education state undergoing historically significant change. It argues that the crisis provoked uncertainties of strategy in Greek teacher unionism. Nevertheless, unions maintain their identity as active components of movements for educational change and as organisations that aim to defend the status and working conditions of their members. Debates in Greece highlight a combination of economic and political aspirations, characteristic of teacher unions across Southern Europe.

Minority schools in Greek Thrace implement a model of bilingual education in primary and secondary education, where half of the lessons of the curriculum is taught in Greek and the other half, in Turkish. Although, at an institutional level, the bilingual character of the minority schools in Thrace is clearly defined regarding both legal operational dimensions, and teachers have been trained in a special tertiary school, their teaching ideologies and practice -- reflecting actually their linguistic attitudes as well as their politico-ideological placements -- do not seem to be consistent with contemporary perceptions and theories of managing bilingualism and translanguaging in teaching practice. The aim of the present paper is to shed light on minority (Turkish speaking) teachers' beliefs toward the schools' aims and their own teaching aims and practices, which are linked to their ideologies c?ncerning bilingual development and translanguaging. The present study is based on semi-structured interviews with 21 educators, who teach at minority primary schools. The results show that there are different approaches inside the group of participants in relation to how they perceive and manage their student's multilingual and bilingual profiles. Therefore, there is an urgent need for more support and training in new teaching approaches of how collaboration across languages could enhance students' language learning.

This study investigates the readiness for online education of the active employees of the Independent Authority for Public Revenue (IAPR) of the Hellenic Republic and its relationship with their level of emotional intelligence. The aim of the present work is to provide usable data to the designers of online programmes as well as to the trainers, and contribute to the "planning" and organisation of effective online "training programmes." The Online Learning Readiness Scale (OLRS) and the Trait Emotional Intelligence Questionnaire--Short Form (TEIQue-SF) were adapted and used in this study. The statistical analysis of the results revealed that the largest percentage of the IAPR's employees are ready for distance learning with the use of online learning tools. Furthermore, the employees' level of emotional intelligence is an important factor that influences their readiness and should be considered in the design of the distance learning programmes.

This paper presents a teaching scenario designed to introduce preschool children to electricity, structured around the 5E instructional model (Engage, Explore, Explain, Elaborate, Evaluate). The study involves 18 children from an urban kindergarten with diverse backgrounds and learning needs. Over four weeks, children engage in interactive activities to understand electrical devices, electric current, static electricity, conductors, insulators, electricity generation, and safety. The curriculum integrates interdisciplinary learning, combining literacy and science, and uses hands-on experiments and digital tools to enhance engagement. Activities include constructing simple circuits, experimenting with static electricity, and role-playing. Emphasis is placed on practical applications and safety. Findings highlight the effectiveness of a constructivist approach, where children build understanding through exploration. The study underscores the need for resources, teacher preparedness, and inclusive strategies to address diverse learning needs. This scenario provides insights into effective early childhood science education, emphasizing the potential to build a strong foundation for future learning and curiosity in young children.

Research Findings: A growing number of stakeholders in early childhood education (ECE) rely on self-assessment to assess and improve the quality of ECE. In this systematic review, we investigated the reliability and validity of self-assessment in ECE, summarizing findings from 27 publications. We meta-analytically synthesized findings from 25 publications for 1,882 groups and 79,163 children aged 0-72 months in center-based childcare. Most studies reported high internal consistency, but one study reported a lower consistency. Inter-rater reliability was generally high. A three-level meta-analysis (k = 13, ES = 45) revealed a positive association between self-assessment ratings and ratings with validated measures of ECE quality (r = 0.38), indicating a moderate convergent validity. Studies with lower methodological quality and published "peer reviewed" studies reported somewhat higher correlations between self-assessment ratings and ratings with validated measures. The meta-analytic correlation remained significant after removal of studies with lower methodological quality (r = 0.33) or studies from the "grey" literature (r = 0.44). A second meta-analysis (k = 16, ES = 71) with a focus on the predictive validity of self-assessment ratings showed a small significant association between self-assessed ECE quality and child outcomes (r = 0.09); there were no significant moderators. Practice or Policy: Despite empirical evidence for the validity of self-assessment, further studies are needed to investigate potential bias in self-assessment. Future studies should further explore the validity and reliability of self-assessment measures in ECE, including countries outside the United States.

Students of different ethnic backgrounds (e.g. refugees, immigrants) who also have special educational needs and/or disabilities (SEND) are considered as a 'high risk' group within the school context, whereas teachers do not realise how deeply the teaching process is embedded within their students' own cultures or the stigma or bullying they might face. The aim of the present study was to investigate the bullying experiences of SEND students with a diverse ethno-cultural background. Semi-structured interviews were conducted with 20 students (N = 20) with special educational needs and/or disabilities from different ethnic backgrounds who attended Greek public schools. The results of the study revealed that these students experienced either mostly direct (i.e. physical, verbal) or indirect (i.e. social, cyber bullying) bullying, or the combination of these two, or other types of bullying. Despite the limitations of the qualitative research methodology, descriptive differences were found concerning the frequencies and the means of the different types of bullying mentioned by the students. Findings of this study in Greece shed light on an unexplored dimension of bullying through the lens of 'student-victims' from this 'special group', unravelling students' thoughts and feelings for first time in the educational context.

Based on self-reflective narratives, our study focuses on the lived experience of four Greek primary school teachers who are acknowledged for their personal commitment to environmental education. Their experience was narratively explored through recurrent conversations with them to bring out aspects of their identity and practice. The study was based on Connelly & Clandinin's ontological and epistemological tenets of "Narrative Inquiry", which we adopted as our approach and methodology to look into the teachers' reflections on "why they became involved in environmental education". We discuss how engaging teachers in generative reflective processes contributes to gaining insights to environmental education "from within" and "bottom up", while allowing us to "re"-think and "re"-imagine research in the field. We argue that research can thus act as a means of supporting learning for sustainability in terms of the personal and professional development and empowerment of teachers.

The main purpose of this research was to investigate the phenomenon of shadow education in Greece. In this research, the quantitative research method is combined with the qualitative method. The results showed that the liberalization of education during the recent decades was accurately implemented in the institution of shadow education. Knowledge is becoming a commercialized product and the choice for private education is made through private-financial criteria. Restrictive and maladjusted educational policies and decisions relating to individuals' needs support the development of this institution, highlight the exchange value of academic credentials of the individual, and exacerbate social inequalities.

Pupils with special educational needs and disabilities (SEND) are at risk for emotional, behavioural and social difficulties. Social and emotional learning (SEL) may be particularly beneficial to fostering these children's resilience. Given the importance of teacher's role in promoting SEL, the present study aimed to explore special teachers' perceptions of SEL and the practices they use to enhance their pupils' social and emotional skills. Data were collected by means of semi-structured interviews with 15Greek primary and secondary education special teachers and were analysed with the use of reflexive thematic analysis. The findings of the study revealed that the special teachers considered the creation of a supportive school environment a key prerequisite to addressing the pupils' with SEND needs. They perceived SEL as a process aiming to the development of social and emotional skills which contributes to pupils' emotional development and social inclusion. Although they used a number of practices for this purpose, their efforts were often hindered by the lack of collaboration with general education teachers and their limited knowledge on SEL. The findings are discussed with respect to the need to enhance cooperation between the members of the school community and teachers' training on SEL.

Background: Students' sense of school belonging is important for mental health, physical health, and academic performance. However, some students do not feel as though they belong in their schools. This study investigated Greek secondary school students' perspectives on practices that enhanced their sense of belonging during the COVID-19 pandemic. Method: An online survey used open-ended questions to explore the views of 226 Greek secondary school students. Results: Thematic analysis identified four teacher-level practice themes: communication and understanding, respect and inclusion, support to become involved in the school community, and classroom structure. Four school-level practice themes were identified: support and inclusion, psychological support and career guidance, improved school facilities and safety, and activities and opportunities for social connections. Implications for School Health Policy, Practice, and Equity: Teacher communication that fostered belonging included being approachable, understanding, and caring. Students valued inclusion, safety, and equality. Extracurricular activities and workshops strengthened belonging at school. Group work, creative lessons, and at the school-level, opportunities for social connection, were also important for developing a sense of belonging. Conclusions: By understanding different level factors linked to school belonging, schools and policymakers can better identify effective and appropriate practices that improve student belonging.

In the last decade, research on the connection between curiosity and creativity has surged revealing a positive correlation. However, these findings are primarily based on cross-sectional studies, which do not establish the direction of the relationship between creativity and curiosity. Is curiosity the driving force behind creativity, or does creativity spark curiosity? The present study addresses this question by examining the potential reciprocal associations between creativity and curiosity within-persons using state-of-the-art methodology and statistics. Self-reported data were collected on a weekly basis from a sample of Greek entrepreneurs (N = 195, 49% female) over a 10-week period. We used the dynamic structural equation modeling (DSEM) framework for data analyses. Results supported the positive relationship between creativity and curiosity within and between individuals. At the within-person level, creativity and curiosity exhibited significant carry-over effects from 1 week to the next. However, we did not find consistent evidence for cross-lagged effects, meaning that curiosity and creativity did not directly cause changes in each other within a 1-week period. We also found significant random effects underscoring the role of curiosity as a catalyst for creativity, particularly when individuals do not have a strong tendency for their creative levels to persist but do have a strong tendency for their curiosity levels to persist. In such cases, curiosity seems to have a more pronounced impact on shaping creative endeavors. We discuss the implications of our findings for theory and practice and suggest directions for future research.

This study is an investigation of the validity of the Online Test Anxiety Inventory (O?-TAI) for adult students. The scale contained the 20 items of the Test Anxiety Inventory (Spielberger, 1980), together with five computer anxiety items, all rephrased so as to pertain to online test anxiety. The scale was administered to a large sample of Greek and Cypriot postgraduate students and Rasch measurement was used for the investigation of its psychometric properties. After original analyses, one of the computer anxiety items was removed, leaving the final instrument with a total of 24 items. Results showed that the scale is unidimensional thus supporting that computer anxiety can indeed be considered a component of online test anxiety. All evidence collected supports the high degree of construct validity of the scale. Furthermore, results verify that the 4-point scale used is optimal. Additional research, with adult student populations from other countries, with the use of the O?-TAI is suggested for the purpose of broader use.

This study investigates the multifaceted roles and competences of STEAM (Science, Technology, Engineering, Arts and Mathematics) educators and their engagement in Communities of Practice (CoPs). Through an online survey of Greek educators who have implemented STEAM educational projects, employing both closed and open-ended questions, this research uncovers the complexities of the STEAM educators' role and illustrates how engagement in CoPs can be critical for their professional development and pedagogical practices. The findings highlight the benefits of collaboration, experience exchange and the adoption of best practices within these communities, emphasising CoPs' transformative potential in enhancing STEAM education. By focusing on the educators' perceptions and the contributions of CoPs to teaching, learning and professional growth, this study offers insight that may benefit other European countries without a formal STEAM curriculum, advocating for the integration of art in STEM fields and the importance of CoPs in advancing educational practices towards a more equitable, inclusive and vibrant society.

National governments are concerned about the disconnection of young people from science, which hampers the development of a scientifically literate society promoting sustainable development, wellbeing, equity, and a green economy. Introduced in 2015 alongside Agenda 2030, the "open schooling" approach aims at enhancing students' science connections through real-life problem solving with families and scientists, necessitating solid evidence for scalability and sustainability. This study conceptualizes "science connection," a term yet underexplored, as the integration of science's meaning and purpose into personal, social, and global actions informed by socioscientific thinking. It details a novel 32-item self-report questionnaire developed and validated from insights of 85 teachers into "science connection"-enhanced learning. A new consensual qualitative analysis method with visual and textual snapshots enabled developing quantitative measures from the qualitative findings with rigor. The multilanguage instrument provided just-in-time actionable data, enhancing the immediacy and applicability of the feedback to 2082 underserved students aged 11-18 across five countries participating in open schooling activities using the CARE-KNOW-DO model. This innovative feature supports open science and responsible open research, offering real-time insights and fostering immediate educational impact. Exploratory and confirmatory factor analyses revealed five components of science connection: Confidence and aspiration in science; Fun participatory science with teachers, family, and experts; Active learning approaches; Involvement in-and-outside school science activities; and Valuing science's role to life-and-society. Many students felt connected to science--Brazil: 80%, Spain: 79%, Romania: 73%, Greece: 70%, UK: 57%--with boys: 75%, girls: 73%, nonbinary students: 56%. These differences need in-depth research. Results suggest that science connections decline from the primary to secondary education, but the CARE-KNOW-DO model may reengage older students. A robust science connection enhances scientific literacy and builds science capital. This instrument aids policymakers, educators, and learners in identifying factors that facilitate or impede students' engagement with science for sustainable development efforts.

Despite stakeholders' desire for organizations to participate in corporate social responsibility (CSR) activities, some organizations do not invest in CSR due to uncertainty around the value it provides to performance. This research investigates the effect size of the relationship between CSR and performance via a meta-analysis of 17 articles. A series of performance-indicating groups emerged and effect sizes were calculated using the Comprehensive Meta-Analysis software. These groups include in-role performance, extra-role performance, employees' affective attitudes towards organizations, and organizational-level outputs. Results suggest that CSR has a large effect on performance across a range of contexts. Implications for career counseling are discussed.

Successful integration of digital technologies in the education of young children still needs to be solved. Despite a growing body of research focusing on learning through digital technologies in childhood, there are areas of knowledge where the impact of digital technologies has yet to be explored. A prominent example is nanoscience and nanotechnology (NST), a new interdisciplinary field that promises to solve long-standing global challenges. Considering that NST concerns elements that cannot be observed with the naked eye, their understanding by young children requires appropriate teaching methods. These distinctive aspects of NST align well with the capabilities of smart mobile devices, the critical feature of which is their ability to display interactive simulations and playful visualizations. This study investigates and compares the effect of using tablets and alternative experiential teaching on developing the ability to understand nanoscale elements. To implement the research, we conducted a week-long intervention, including experimental and control groups. Children in the experimental group participated in a nanoteaching session during the school curriculum, using educational software on tablets. The children in the control group participated in a precisely similar instruction but without using technology. To assess the children's performance, the Nanoscale Elementary Knowledge Comprehension Test (TENANO) created for the needs of this study was used. The sample consisted of 101 s-grade primary school children in Greece. The results showed that teaching with tablets compared to alternative experiential teaching contributed significantly to developing young children's nanoliteracy level. Moreover, gender and non-verbal cognitive ability did not seem to differentiate the development of children's ability to understand nanoscale entities.

Unfolding item response theory (IRT) models are important alternatives to dominance IRT models in describing the response processes on self-report tests. Their usage is common in personality measures, since they indicate potential differentiations in test score interpretation. This paper aims to gain a better insight into the structure of trait personality, by investigating whether the dominance or alternatively the unfolding IRT model are better descriptors of the response processes on a personality measure constructed under the dominance response theorem. For the assessment of the dominant model, the Graded Response Model (GRM) is used; while for the unfolding model, the Generalized Graded Unfolding Model (GGUM) was examined. All analyses are conducted with the freely available R. A sample of 1340 Greek adults, employed in private and public organizations, fulfilled the Trait Personality Questionnaire 5 short-form (TPQue5). Findings contradict previous research on trait personality. In accordance to the construction method employed, the TPQue5 items are best understood by monotonically increasing item response functions (IRFs). Individuals responding to the TPQue5 increase their probability of endorsing its items as their trait level increases; this stands for all personality dimensions, although Openness to Experience exhibited mixed type of item response patterns. Further research directions, implications and limitations are also discussed.

In this study, the positive aspects that active participation in the Erasmus+ project "Different but together" has on students are highlighted. In the project initiated and coordinated by the Technological High School "Gheorghe Sincai" from Târgu Mure? (Romania), high schools from Italy, Greece, the Czech Republic and Turkey participated as partners. The activities carried out and the impact of international activities on the students were briefly analyzed. Data collected through the observation method and with the help of three tools (Erasmus Journal, questionnaires applied after each mobility, mini-essays on the Erasmus experience) were analyzed. The analysis of the results highlighted the overall positive impact of these project, which cover a broad plan, ranging from students' personal and intellectual growth to the development of active European citizenship skills.

Open educational resources (OER) are teaching and learning materials that are either in the public domain or published on an open licence which permits various forms of redistribution, reuse and repurposing. Many organisations and higher education institutions around the world are using such resources, and anecdotally many believe this is supporting innovations in practice. However, there is scant research into how such innovations should be understood or evaluated conceptually. In this paper, we present a conceptual framework that can describe and evaluate innovative practice as well as results from a study of 44 cases using this framework in the context of the ENCORE+ (European Network for Catalysing Open Resources in Education) project (2021-2023). This conceptual framework provides a rich qualitative description for instances of innovation which use OER. Our examples cover many countries, including Argentina, Australia, Canada, China, Colombia, UK, Germany, Greece, Hungary, India, Ireland, Kenya, the Netherlands, Norway, Scotland, Slovenia, South Africa, Spain, Taiwan, USA, and Zanzibar. The sample includes organisations of all sizes and maturities of implementation. This allowed us to differentiate OER value propositions for a range of stakeholders at different levels of maturity of OER use. We explore whether variables such as the size and maturity of an organisation influences innovation strategies and the perception of stakeholder relationships. Our data indicates four elements to the development of OER value propositions as innovation vectors. Firstly, OER value propositions tend to be transformative, and focused on modifying or redefining pedagogical activity. Secondly, they are practical, targeting users/providers and influencing behaviour in direct and achievable ways. Thirdly, OER users and advocates emphasise observability, simplicity and compatibility as key aspects for communicating OER value propositions. Fourthly, OER innovation is aspirational in that greater maturity of organisations using OER sees the OER value proposition widened to include more stakeholder types.

Throughout the years, scientific research has increasingly aimed to identify students' misconceptions and alternative views regarding fundamental concepts and principles of chemistry. Valuable international bibliographic information was created, including details on teaching density and gaining respondent acceptance. The study aimed to explore alternative ideas about density among Lyceum's honours graduate students attending medical school. Moreover, the gender parameters of the participants were examined. A multiple-choice questionnaire was administered to students to collect data on their gender, age, interest in chemistry, and basic knowledge of chemistry concepts, notably density. Furthermore, we analyzed participants' answer accuracy to determine if gender influenced responses or if they were due to statistical fluctuations. In particular, the statistical analysis of the data collected shows that many honours students in the Greek educational system retain a large percentage of the alternative ideas about chemistry concepts. Additionally, the misconceptions recorded in the questions did not correlate with parameters such as grades in the Panhellenic exams, gender, or the student's interest in the chemistry course. Our study's results could improve science teaching by transforming curriculum design and teacher training and enhancing the quality of science instruction in schools.

The research's aim is to assess the services offered by Greek public secondary education schools, with the intention of identifying any discrepancies between students' expectations and their perceptions of the final services provided. The gaps discovered indicate that the school's educational services are not meeting student expectations in the five quality dimensions of the SERVQUAL model. To be specific, the average expectations are 4.44, perceptions are 3.11, and gaps are -1.33. The schools examined had a greater discrepancy in the dimensions measuring safety and emotional understanding, which was observed. The fact that the 5 factors are correlated with each other indicates the model's reliability. However, in relation to the independent variables of gender, age, and class, there appears to be a positive correlation across all factors, which is very weak and not statistically significant. In contrast, a low negative correlation appears to be present between only the demographics being considered. Therefore, demographic characteristics do not affect the quality of education in secondary schools. Our findings benefit decision-makers by assisting them in taking corrective actions necessary to enhance the quality of services provided by schools as part of a continuous improvement process in order to achieve a higher level of excellence. [Note: The page range (227-243) shown on the PDF is incorrect. The correct page range is 227-244.]

Addressing and managing the disruptive behavior of students is a major classroom management concern for teachers. These concerns become even more important when, in addition to normal classroom disruptions, teachers must also address the behaviors of students' at risk for emotional and behavioral difficulties. Although ample bodies of evidence-based instructional and behavior management practices exist, teachers have expressed difficulties implementing these practices into their daily classroom praxis. One method for supporting teachers' practice implementation is through ongoing classroom observations that measure classroom practices and yield data to support direct implementation feedback to teachers. The current study investigated relations between observational assessment of instructional and behavior management practices and students' emotional and behavior risk as part of a brief observation and feedback process. We also examined how brief teacher performance feedback may change the relationships between teacher practices and student emotional and behavioral risk. Participants included 31 Greek elementary school teachers who were observed with the Classroom Strategies Assessment System (CSAS) by their school administrators for three-30 minutes observations and received brief performance feedback following each observation period. Following the third observation period, teachers also completed the Behavioral and Emotional Screening System (BESS) Teacher Form for 115 students. Multilevel analyses revealed that assessment of instructional and behavior management strategies were significantly associated with student risk for emotional and behavior difficulties prior to feedback, but nonsignificant findings were found following brief performance feedback. Results illustrate a shift in the relationships between observer ratings of teachers' instructional and behavior management practices and teacher ratings of student emotional and behavioral risk following brief performance feedback. Implications for practice and research are discussed.

According to the systems perspective, the influence of various systems (e.g., family, school, community) on children's behavior at school is highly acknowledged. It is therefore accepted that problem behavior in the classroom originates from social interactions, providing a conceptual framework where problems are seen as indicative of dysfunction within the school system, thus removing blame from the individual child, the teacher, or the parents. Addressing the importance of interactions among students, teachers, and parents in this system, the present study aimed to identify and compare the types of behaviors that Greek primary and secondary teachers and parents view as problematic in the classroom. A sample of 378 teachers and 69 parents were asked to identify which behaviors were considered troublesome. Exploratory factor analysis revealed five categories of behaviors perceived as problematic by parents and teachers: Externalizing behaviors, School Difficulties, Internalizing behaviors, Attention seeking behaviors, and Hyperactivity/attention difficulties. Both teachers and parents considered externalizing behaviors to be more troublesome than other types of behavior. Teachers tend to worry less than parents about all types of children's behaviors, except for school difficulties. The findings highlight the importance of considering diverse perspectives within the school system when designing interventions to address the specific needs of school communities while also promoting collaboration among all members of the school system.

The use of rapidly developing mass media in the education process has revealed the concept of distance education, the importance and necessity of which have been re-understood throughout the world during COVID-19. The purpose of this study is to determine teacher practices in distance education and to examine teacher views on distance education during the pandemic process in European countries. Data about teaching models, platforms, web tools, special methods and techniques, materials used during this process, and teacher reviews were collected from 36 teachers working in nine different European countries through a semi-structured interview form. The findings have revealed the advantages and disadvantages of various teacher practices in distance education. In addition, it is concluded that having pre-pandemic distance education experience has been an important factor that facilitated the post-pandemic distance education process.

The era of innovation in education is well underway. Effective practices demonstrate the power of technology in motivating students and improving learning outcomes. This paper examines the integration of the talking image, a new and innovative technology, into the educational process through a case study. It also sets out the methodology and the educational benefits resulting from its use. This technology combines visual and auditory elements and is an effective tool for language education, suitable for students with learning difficulties. It can be applied in various educational contexts, from science and mathematics to art, and can enrich a simple narrative or provide personalized content. This paper is a significant contribution to the field, serving as a valuable resource for educators interested in integrating cutting-edge technologies into their pedagogical practices. New research in this direction should be done on the pedagogical use of talking pictures in education and the new frameworks for their integration.

The rapid development of generative artificial intelligence (AI) is expected to have a profound impact on various aspects of human society, including mathematics education. Nevertheless, there is a noticeable lack of research, particularly in Greece, that focuses on the development and assessment of lesson plans and math worksheets tailored for students with special educational needs. To address this research gap, we designed and conducted a nine-hour teaching intervention in a general mathematics classroom in Greece, involving two 8th grade students with special educational needs as the subjects of the study. The intervention utilized worksheets generated by the ChatGPT 3.5 application, which were customized based on the current curriculum, as well as the special educational needs and interests of the two participating students. The data were collected through interviews, tasks, and e-questionnaires, and analyzed using a new theoretical framework based on the concept of mathematical familiarity. The results indicated that students were actively engaged in the educational process, felt safe and confident, satisfactorily met the learning objectives, and developed positive attitudes towards the mathematics course. The paper concludes with a list of good practices, teaching suggestions and restrictions that could be useful to teachers and education policy makers. The target audience for the current study is, mainly, mathematics teachers who serve at all levels of education and have students with special educational needs in their classrooms. Furthermore, the article may also prove of interest to students, parents and teachers who are interested in the interaction between mathematics education and generative AI.

Let's explore adultism (in early childhood education)! The first part of the article answers seven questions frequently posed by adults who first come in contact with adultism, involving concepts of adult power, children's dependence and protection, limits, guilt, the intersectionality of discrimination, and the internalization of adultism. It explains how adultism constitutes fertile ground for the cultivation of every form of discrimination. The second part of the article focuses on remedies for adultism, specifically looking at some of the practices that we implemented in our multicultural pedagogical community with children of early childhood age. We look at basic pedagogical choices, matters of organization of time and space, and details of interactions of adults and children. The article concludes that there is no given recipe against adultism, and invites adults to discover the immense, barely charted terrain of anti-adultist action.

This study reports the results obtained from the implementation of an educational program for primary education in relation to the development or enhancement of students' learning motivation. The publication of a school journal by 24 6th grade students at a public primary school in Greece and their teacher was the main project of the project. The students worked in a communicative and collaborative environment and were encouraged to actively participate in all stages of writing and publishing the magazine. The study describes the pedagogical approach followed by the teacher and the main topics of the journal. The way of collecting the qualitative and quantitative data of the research conducted and the analysis of the data are also mentioned. In relation to the quantitative data, the students' motivation index (SMI) was calculated before and after the educational project. The results of the quantitative analysis showed that after the implementation of the program, SMI had increased, and the results were statistically significant for both boys and girls. Qualitative data collected agreed with the quantitative results.

This paper presents a study conducted in a Greek Elementary school and explores the impact of Digital Storytelling (DST) on developing children's second language (L2) writing skills and their intercultural awareness. The development of digital technologies has enabled the use of different multimedia tools to reconfigure traditional storytelling. The researchers' aim was to reinforce a learner-centered approach to the teaching of writing by provoking influence in innovation of pedagogical practices that personalize learning. L2 learners of diverse cultural backgrounds attending the fifth grade (n = 21) of a Greek state elementary school, were involved in composing, sharing and reflecting upon stories from their own cultural backgrounds. The researchers built an interculturally-oriented language framework for better addressing young learners' literacies, ensuring they work in a stimulating environment, spending time online and engaging with digital applications. Qualitative and quantitative mix methods were used to estimate the feasibility of the intervention, including a pre- and post-test, teachers' journals and focus group discussions with the L2 learners. Variables of the study were fifth graders in the context of an elementary school in Greece (independent variable) and their writing skills in Greek as a second language (dependent variable). Data processing, by means of a pre- and post-test, revealed that the DST approach provided students with opportunities to acquire improved communicative competence through writing creatively. Journal data indicated that DST application in a game-based context enhanced task engagement, encouraging young learners to use interactive media in a digital environment. Young learners' intercultural competence development was also shown to be supported through the DST approach. In the focus group discussions, participants stated their interest and satisfaction in the approach and the methods applied. All in all, the results imply that the approach implemented has the potential to be used as a meaningful technology integration approach as far as language teaching and learning is concerned. The findings additionally explore pedagogical implications for future teaching practices in order to enhance and extend the approach and methods employed.

The plethora of research studies on the impact of the COVID-19 pandemic on education gives us a first picture of the difficulties and challenges encountered at the various educational levels, especially at the elementary level, by students aged from 6 to 12 years old. The aim was to examine the existence of math anxiety in primary education and how math anxiety differentiates performance according to gender during the COVID-19 confinement. A quantitative empirical research carried out, using a fifteen-question questionnaire, with a 5-point Likert scale, which employed the Mathematics Anxiety Rating Scale (MARS), the Mathematics Anxiety Scale (MAS), the Abbreviated Math Anxiety Scale (AMAS) and a math test. The sample consisted of 173 Greek sixth grade students. The questionnaire and the math test were provided to the students by the teachers at the beginning of the school year in September 2021. Sixth graders, especially girl students, get quite anxious when involved with math learning activities. Math anxiety affected more girl than boy students' grades in the math test. Math anxiety affected primary 11 to 12-year-old students, while girl students exhibited higher math anxiety than their counterparts. In addition, math anxiety affected girls' performance in the math test.

This paper argues that engaging students in informal statistical reasoning from early school years is essential for the development of statistical understanding. We investigated if and how children aged six-seven years old identified variation in a table of data and made predictions through the design of a teaching experiment. The classroom teaching experiment was comprised of four 45 minutes lessons addressing the understanding and interpretation of data sets. In order to describe students' informal predictive reasoning, we used the framework of "data lenses". More specifically, we analyzed the different types of answers the students produced as they engaged in predictive reasoning during an interview given before and after the teaching experiment. The participation of students in (classroom) and out-of-school (family) communities of practice was also taken into consideration. Our results demonstrate that the students benefited from their learning experience and developed data understanding.

Financial literacy, viewed not only as a fundamental skill but also as an investment, proves valuable for individuals, aiding them in making sound financial decisions and savings. In the current societal landscape, where financial responsibilities are important, instilling financial education early on through suitable programs becomes pivotal, particularly for the younger generation. This study aims to examine parental viewpoints regarding their children's money literacy and management, aiming to enhance social-emotional skills related to saving and giving within the preschool classroom. The study spanned two months and encompassed 101 children and their families. The project was introduced to parents, and 36 volunteer parents were selected to participate. An educational program focusing on money management and donations was executed within the classroom. Official permission from the preschool municipality administration office was obtained, and all participants provided written consent for their involvement. According to the parents, their children acquired money management skills and relished the process of collecting and donating savings to other children in need. In interviews, participating parents expressed feeling active and enthusiastic about their involvement in the school program, highlighting the productive interaction between them and the teachers.

To investigate students' interest in physics, this study explores the impact of a brief teaching intervention on the increase of interest. The intervention focused on modern physics, specifically exploring Einstein's theory of gravity and the dual nature of light. A total of 325 Greek students participated in the survey, comprising 83 students in the 6 th grade (11-12 years old), 116 students in the 9 th grade (14-15 years old), and 126 students in the 11th grade (16-17 years old). Participants completed a questionnaire, which helped determine the average level of interest before and after the teaching. The findings indicate that teaching modern physics concepts contributes to the development of students' interest. However, there is an observed decline in interest as the educational level advances, a pattern persisting despite the introduction of Einsteinian physics concepts.

Our research looks into the impact of drama/theatre pedagogy practices and methodologies on teenage bullying in schools. Fifteen-year-old students from a countryside junior high school in Northern Greece participated in our mixed research model comprising a weighted questionnaire, participatory observation, reflective researcher logs and critical friend input. Our research question was whether drama/theatre pedagogy workshop participants can be empowered affectively, redefine their attitude to bullying at school, bond more closely, create synergies, and communicate more effectively in this safe setting, thus becoming more aware of themselves and their realities. Our findings show that drama/theatre pedagogy activities do create positive impact for all of the above.

The article traces aspects of the existing training of foreign language teachers in the pedagogical use of digital technologies in foreign language teaching. Specifically, it reflects the views of teachers who teach foreign languages in secondary education in Greece on the content, objectives and methodology of training programs concerning the utilization and application of digital technologies in teaching practice. Semi-structured in-depth interviews were implemented as the research tool to gather teachers' perspectives. The findings of the research were fed by a sample of 15 foreign language teachers (regular and contractual) selected by the method of "simple" random sampling and who were serving in the Secondary Education of the prefecture of Thessaloniki between October 20-20 November 2023. The findings show that, on the one hand, foreign language contractual teachers have not been trained in the integration of digital media in teaching, and on the other hand, although a large percentage of regular foreign language teachers have been trained in the application of digital technologies in teaching practice and express satisfaction with the training programs, they do not feel secure and often hesitate to integrate digital material into their lessons. Deterring factors include lack of teaching time, classroom management, technical support, concerns about the security of personal data, and entrenched teaching beliefs associated with the traditional model of foreign language learning. They seek systematic training that links theoretical knowledge with its application in real-life foreign language classroom situations, support and updating of their knowledge. In summary, according to the findings of the research, training programs for the use and pedagogical use of digital media in foreign language teaching should be open to all teachers (permanent and contractual), providing practices for immediate implementation, provide teaching examples and scenarios to foster digital culture and digital literacy, alongside the development of language and communication skills, which are the basis for teaching a living foreign language.

The teaching of first-degree equations is a key point in secondary school curricula and requires the careful planning and selection of appropriate teaching materials. On the other hand, dyslexia, a specific learning disability, is increasingly common in the classroom. Thus, in the context of inclusion, the teaching methodology used by the mathematics teacher to present the concept of equation is a crucial factor for ensuring the equal and active participation of all students in the educational process. In this article, we present a two-month teaching intervention on first-degree equations that we carried out with forty students with dyslexia randomly divided into two classes, who were attending a special vocational high school in Greece. In one group, we used manipulative materials, while in the other group, we used traditional teaching methods. The results, which are derived from a combination of quantitative and qualitative methods, showed that the students in the first group achieved better results in the final test than did the students in the second group, while at the same time, they showed increased engagement in the learning process and, to some extent, improved their social skills and gained confidence.

Background/purpose: Despite progress in inclusive education policies, research has largely neglected the analysis of learning environments that are adjustable for all students. School gardens are learning environments that emphasize the broader view of participation on current perspectives of inclusion. This article discusses the possibilities and limitations of using school gardens in inclusive learning environments and their relations with different inclusive education national policies. Materials/methods: We performed a content analysis of inclusive education national policies and 16 learning activities tested and implemented in four schools from Slovenia, Spain, Greece, and Portugal participating in an exchange project which promoted teaching with school gardens supported by digital tools. Results: The study revealed illustrations of how activities that combine the use of school gardens with digital tools can emphasize collaboration and participation in inclusive learning approaches. However, fostering inclusive practices was found to be either constrained or promoted by each country's view of inclusion in educational policies. Conclusion: Integrating teacher collaboration and project-based learning with garden-based school activities fosters student collaboration and participation, while offering enriched sensorial experiences that benefit the learning and development of all students. School gardens also foster inclusion through deepening intercultural understanding and stronger student interactions that heighten awareness and normalization of diversity.

This study aims to research the phenomena of Racism and Xenophobia in pre-school education in the context of Greek reality through the attitudes and views of teachers who are the communicators of educational practice. The radical change in the racial and religious homogeneity of Greek education in recent decades as a result of globalization and the high mobility of populations has created significant challenges in the educational scene, giving rise to the need to investigate the phenomenon. For the study, we employed a qualitative methodology. The teachers stated that issues such as xenophobia, religious differences, and the economic hardship in which many families have fallen due to the economic crisis make the phenomenon difficult, making the predictions for its development ominous.

The current study explores the impact of visual arts education on early childhood, highlighting its role in enhancing creativity, imagination, and emotional expression in pre-school children. It explores the perspectives of pre-school teachers on the importance of visual arts in children's development and the challenges they face when integrating the arts into the curriculum. The study used quantitative and qualitative research methods. The study highlights how pre-school educators value the visual arts for its potential to enhance cognitive and social skills and how demographic factors influence these perceptions. In addition, it explores the practical aspects of art education, including classroom management and resource allocation, to offer a comprehensive view of the current state and future potential of visual arts in early childhood education. Finally, this research contributes to a deeper understanding of the central role of the visual arts in early education. It highlights the need for supportive educational policies and resources to enrich the learning environment.

The parent quantitative research deals with teaching self-efficacy in primary education in Greece. The research aims to investigate teachers' teaching self-efficacy in primary education in Greece. Specifically, an attempt is made to investigate how primary school teachers evaluate their level of self-efficacy regarding teaching tasks, managing disciplinary incidents in the classroom, and motivating students to be actively involved in the classroom and learning tasks, how the self-efficacy of primary education teachers from their educational experience and studies and what are the possible obstacles to the self-efficacy of these teachers. A sample of primary education teachers was recruited for this purpose. The research shows that the overall self-efficacy perception of teachers is exceptionally high with teachers considering themselves to be more effective in managing the classroom and implementing teaching strategies/educational approaches. Also, the self-efficacy of primary school teachers seems to be influenced by their educational experience and studies. Instead, it seems that teachers' overall self-efficacy perception is related to factors such as the stress and pressure they experience, the degree of effectiveness they generally feel as individuals, and their goals.

The ability to relate mathematics teaching to real life is the common goal of many countries' mathematics curriculum National Society for Experiential Education's (NSEE) [2011] "Eight Principles of Good Practice for All Experiential Learning Activities." (intention, originality, planning, clarity, monitoring and evaluation, reflection, evaluation, and acknowledgement) recommend that students' experiences and the meaning and learning they derive from those experiences should be consolidated. Students' ability to develop mathematical skills is directly linked to their ability to relate, which includes skills such as "problem solving, reasoning, communication." Bringing real-world contexts to mathematics lessons can affect students' attitudes towards mathematics and also support their mathematical association skills. In this context, it is important to analyze how the activities in the textbooks, which are the first resources in the classroom, are prepared and to what extent they connect the student with real life. In this regard, the focus is on the activities in the primary school mathematics textbook. In this study, the relationship of the activities in the Greek Primary School 3rd-grade textbook with real life was analyzed based on Gainsburg's (2008) classification. The document analysis method was used in the study, which was conducted on the basis of qualitative research. The data source of the research is the Greek Primary School 3rd grade mathematics textbook. The data obtained was analyzed using the descriptive analysis method. As a result of analyzing a total of 147 activities, it was determined that the activities were collected in the type of classical word problems and partially included activity types associated with real life.

The study investigates secondary students' understanding of "orbital" and "electron cloud" concepts in different quantum contexts (for values of the ?principal quantum number n = 1 and n = 2) on the basis of their verbal and pictorial representations, evaluating also their consistency. Participants, which were 192 12th-grade students from six urban secondary schools of Northern Greece, represented these two concepts through two corresponding tasks of a paper-and-pencil assessment tool, each of which comprised two parts for verbal and pictorial representations, respectively. Results provide evidence that although students struggle to express verbally the orbital and electron cloud concepts, their competences in the corresponding pictorial representations are relatively better, exhibiting inconsistencies between verbal and pictorial representations. Inconsistencies also exist between representations of the orbital and electron cloud concepts, since students appear to have verbally a better understanding of the electron cloud than the orbital, whereas the opposite holds true for their pictorial representations. Comparing verbal and pictorial representations, the pictorial ones appear to be more consistent tools, whereas a quantum context defined by n = 2 seems to be more challenging for students compared to that of n = 1. Furthermore, an analysis of student profiles leads to their categorization in four classes, providing additional relevant information. Implications for science education are also discussed.

This paper presents the findings from a survey conducted on primary students to map their views toward science, technology, engineering, and mathematics (STEM) education in Greece according to their urban or rural setting and gender. The sample included 281 primary students from different public schools in Attica and 69 primary students from a Greek province. A close-ended questionnaire was digitally distributed to collect the data. The findings revealed that most students, from both settings, consider themselves good at mathematics and science. At the same time, they do not report it to be very likely that they would follow a career that is related either to these subjects or engineering and technology. Regarding their personal skills, most of them stated that they have communication and cooperation skills. Concerning differences between the two settings, there were statistically significant differences in favor of rural students in whether they believed they could improve, both in mathematics and science, their belief that their knowledge in STEM subjects could be useful in their adult life, and their views on the causes and effects of environmental issues. Finally, limited gender differences emerged in favor of the boys' responses regarding future STEM careers. The implications for further research on geographical, gender, and socioeconomic disparities in STEM education are discussed.

Immunization is a highly cost-effective investment in health, proven to be an effective tool in controlling and eliminating dangerous infectious diseases. Health science students require evidence-based knowledge to tackle challenges in healthcare, particularly in the field of vaccination. The aim of the current study is to asses students' knowledge on vaccinations and further explore their feedback after attending Educating Vaccination Competence web-based course (EDUVAC web-based course). Students from five Higher Educational Institutes voluntarily participated in the EDUVAC web-based course. The course provided various study materials, including PowerPoint presentations, videos, quizzes, texts, and references to reputable websites. It also offered small assignments and self-tests for self-evaluation. An online questionnaire was available to students before and after they completed the EDUVAC web-based course. The mean knowledge score on vaccines increased significantly after the EDUVAC web-based course (p<0.001). The majority of the students (95%) felt that the web-based course has benefitted them for their future career and 96.4% would encourage other students to attend the EDUVAC web-based course. Overall, our findings suggest that EDUVAC is a valuable resource for those seeking to enhance their understanding of vaccination.

Global environmental challenges brought on by over-consumption, limited resources, and climate change will task teacher education programs to prepare teacher candidates with new paradigms in problem-solving, collaboration, and innovation. Skills such as collaborating across cultures and borders, thinking critically and creatively, reflecting on deeply embedded assumptions, and negotiating uncertainty will all be needed to surmount these challenges. EcoJustice education addresses these needs. When combined with critical place-based pedagogies, skills, and attitudes associated with global citizenship may also develop. Four preservice teachers participated in a research trip to Lesvos, Greece, to learn about and aid in the refugee crisis there. Participants documented their experiences via critical reflections and dialogues and analyzed these data. Findings suggest that through engagement in a critical place-based learning experience, preservice teachers challenged conceptions of their role as Americans and shifted towards a more global, EcoJustice consciousness.