Education Applications & Developments X

Authors

Mafalda Carmo
DOI: https://doi.org/10.36315/2025eadX

Synopsis

inScience Press is delighted to publish this book entitled Education Applications & Developments X as part of the Advances in Education and Educational Trends books series. These series comprise the work of authors and editors to address global research in the Education area.

In this tenth volume, a dedicated group of authors delves into the field of Education, contributing to the advancement of knowledge and innovation. True progress in this area relies on the active participation of individuals committed to finding creative solutions and believing in their potential to effect meaningful change. Our goal is to inspire greater public engagement and foster collaboration within and across communities. As part of our ongoing mission to serve society, we emphasize the importance of strengthening research efforts, promoting education and science, and encouraging interdisciplinary cooperation. We believe that connecting diverse perspectives and areas of expertise is essential to driving forward impactful and inclusive educational practices.

This 10th edition addresses some of the most significant and current issues in contemporary educational research. This book explores four major areas within the broad spectrum of Education, corresponding to four sections: “Teachers and Students”, “Projects and Trends”, “Teachers and Learning”, and “Organizational Issues”. Each section comprises chapters that have emerged from extended and peer reviewed selected papers, originally published last year in the proceedings of the International Conference on Education and New Developments (END 2024) conference series (http://end-educationconference.org/). This meeting occurs annually with consistently successful outcomes. Selected original papers were expanded by their authors and underwent a renewed evaluation process. Following this, authors of the accepted chapters were invited to revise and improve their work based on the reviewers’ feedback. This rigorous process culminated in the publication of 42 high-quality chapters, structured across four major areas. The following sections and chapters’ abstracts provide further insights into the content of this volume.

Chapters

  • Chapter 1 - On scoring competence (Pages 3-18)
    Magne V. Aarset & Stig Ytterstad
    DOI: https://doi.org/10.36315/2025eadX01
  • Chapter 2 - Initial teacher education: Teaching observation oral feedback practices in the United Arab Emirates (Pages 19-28)
    Sarah Hyde
    DOI: https://doi.org/10.36315/2025eadX02
  • Chapter 3 - Developing pre-service teachers’ praxis through a culturally and linguistically immersive teaching experience (Pages 29-42)
    Wendy Ruchti & Cory A. Bennett
    DOI: https://doi.org/10.36315/2025eadX03
  • Chapter 4 - The electronic gradebook alternative: The custom-made course administration spreadsheet (Pages 43-53)
    Brian G. Rubrecht
    DOI: https://doi.org/10.36315/2025eadX04
  • Chapter 5 - Enhanced conceptualization of learning algebra through scientific-oriented teaching (Pages 54-64)
    Natalia Karlsson & Wiggo Kilborn
    DOI: https://doi.org/10.36315/2025eadX05
  • Chapter 6 - Teachers’ views on infusing indigenous knowledge into chemistry teaching at the junior secondary of Omusati region (Pages 65-74)
    Tomas Asino, Kgomotsego Samuel, & Washington Dudu
    DOI: https://doi.org/10.36315/2025eadX06
  • Chapter 7 - Comparison of visual and phonological skills in dyslexia subtypes: Clinical and educational impacts (Pages 75-85)
    Giseli Donadon Germano & Simone Aparecida Capellini
    DOI: https://doi.org/10.36315/2025eadX07
  • Chapter 8 - Adapting to crisis: A case study in emergency online faculty development (Pages 86-96)
    Ashley Salter & Shelly Wyatt
    DOI: https://doi.org/10.36315/2025eadX08
  • Chapter 9 - Understanding of pre-service teachers’ mathematical knowledge and perceptions of teaching (Pages 97-108)
    Natalia Karlsson & Wiggo Kilborn
    DOI: https://doi.org/10.36315/2025eadX09
  • Chapter 10 - Assessment of numerical cognition in Brazilian preschoolers - Elaboration and study pilot (Pages 109-128)
    Silvia Cristina de Freitas Feldberg, Rita dos Santos de Carvalho Picinini, & Simone Aparecida Capellini
    DOI: https://doi.org/10.36315/2025eadX10
  • Chapter 11 - Absence-presence in the production of ‘green’ schoolscapes (Pages 129-137)
    Tanaya Vyas & Girish Dalvi
    DOI: https://doi.org/10.36315/2025eadX11
  • Chapter 12 - A transformative instruction model and task-oriented learning (Pages 138-150)
    Natalia Karlsson & Constanta Olteanu
    DOI: https://doi.org/10.36315/2025eadX12
  • Chapter 13 - Psychosocial skills, emotional understanding and resilience related to attachment in young people (Pages 151-161)
    Eva Vancu
    DOI: https://doi.org/10.36315/2025eadX13
  • Chapter 14 - Teachers’ challenges navigating the provision of support to learners with special needs: Mainstream rural school perspective (Pages 162-172)
    Omphile Tshepo Cooporate Madiba & Appolonia Masunungure
    DOI: https://doi.org/10.36315/2025eadX14
  • Chapter 15 - Teachers’ attitudes in multicultural schools in Athens - A pilot study (Pages 173-190)
    Kendra Macris & Despina Paizi
    DOI: https://doi.org/10.36315/2025eadX15
  • Chapter 16 - Reflections in acceleration: How GenAI technologies impact educational practice (Pages 191-200)
    Stine Bylin Bundgaard, Susanne Dau, Camilla Gyldendahl Jensen, & Camilla Finsterbach Kaub
    DOI: https://doi.org/10.36315/2025eadX16
  • Chapter 17 - Strategies for developing mathematics and science resilience in pre-service teachers to address maths and science anxiety in South African schools (Pages 201-211)
    Sakyiwaa Boateng
    DOI: https://doi.org/10.36315/2025eadX17
  • Chapter 18 - Leveraging ICT tools for teaching and learning in physical sciences (Pages 212-232)
    Sam Ramaila
    DOI: https://doi.org/10.36315/2025eadX18
  • Chapter 19 - Barriers to flipped classrooms in South African universities: Context and content challenges (Pages 235-245)
    Thuthukani Dlamini
    DOI: https://doi.org/10.36315/2025eadX19
  • Chapter 20 - What chatbot should support novice instructors in assisting students in PBL practice (Pages 246-256)
    Akiko Kai, Yuriko Ishida & Ryuichi Matsuba
    DOI: https://doi.org/10.36315/2025eadX20
  • Chapter 21 - Strengthening the university-company partnership - A collaborative design project (Pages 257-266)
    Xiaozhu Lin & Matteo Oreste Ingaramo
    DOI: https://doi.org/10.36315/2025eadX21
  • Chapter 22 - Digital and analogue gaming in the daily lives of people with intellectual disability - A Case Study in the Portuguese Context (Pages 267-278)
    Carla Sousa & José Carlos Neves
    DOI: https://doi.org/10.36315/2025eadX22
  • Chapter 23 - Ecodesign as an innovative approach to teaching in secondary schools (Pages 279-289)
    Tetjana Tomášková, Daniel Duda, Jan Krotký, & Jarmila Honzíková
    DOI: https://doi.org/10.36315/2025eadX23
  • Chapter 24 - Online education in Latin American higher education: A systematic review (Pages 290-301)
    Salvador Antelmo Casanova Valencia, Arcadio González-Samaniego, Bertha Molina Quintana & Rigoberto López Escalera
    DOI: https://doi.org/10.36315/2025eadX24
  • Chapter 25 - The importance of the role of professional socialization for educators as they encounter innovation in curricular and artificial intelligence technology (Pages 302-312)
    Ekaterina Kozina, Marie Hyland, & Catherine Comiskey
    DOI: https://doi.org/10.36315/2025eadX25
  • Chapter 26 - Views of learners on transforming schools into more inclusive spaces (Pages 313-326)
    Thabo Makhalemele, Rachel Rirhandzu Mayimele, & Pateka Pamella Jama
    DOI: https://doi.org/10.36315/2025eadX26
  • Chapter 27 - Personalizing learning through collaborative networks of knowledge (Pages 327-340)
    Ralucca Gera, Mark Reith, D’Marie Bartolf, Simona Tick, Paolo Singh, Sean Mochocki, & Akrati Saxena
    DOI: https://doi.org/10.36315/2025eadX27
  • Chapter 28 - Fostering scientific thinking in primary students through investigative environment (Pages 341-355)
    Valentina Bologna & Caterina Bembich
    DOI: https://doi.org/10.36315/2025eadX28
  • Chapter 29 - Towards a framework to support novice teachers in rural areas: Implications for blended professional development initiatives (Pages 356-370)
    Nomfundo K Radebe & Emmanuel Mushayikwa
    DOI: https://doi.org/10.36315/2025eadX29
  • Chapter 30 - Students’ use of learning videos (Pages 371-383)
    Bjarte Pollen, Joar Sande, Lars Kyte, Per Eilif Thorvaldsen, Sven-Olai Høyland, Erlend Raa Vågset, & Marcin Fojcik
    DOI: https://doi.org/10.36315/2025eadX30
  • Chapter 31 - Innovative education and life cycle assessment of 3D printed products (Pages 384-393)
    Tetjana Tomášková, Daniel Duda, Jan Krotký, & Jarmila Honzíková
    DOI: https://doi.org/10.36315/2025eadX31
  • Chapter 32 - An Afrocentric approach to analysing literary text through African values in English first additional language (Pages 394-405)
    Thuthukani Dlamini & Eugene Marais
    DOI: https://doi.org/10.36315/2025eadX32
  • Chapter 33 - Developing emotional literacy, support of emotion regulation and psychological resilience in the context of learning programs (Pages 409-420)
    Eva Vancu
    DOI: https://doi.org/10.36315/2025eadX33
  • Chapter 34 - How do students manage challenging study tasks? A thematic analysis of higher education students' (non-)strategic study-related behaviors (Pages 421-438)
    Diane Marcia Manuhuwa, Simone Hanegraaff, Johanna Schönrock-Adema, Sjoerd J. de Vries, Jan Willem de Graaf, & Joke Fleer
    DOI: https://doi.org/10.36315/2025eadX34
  • Chapter 35 - The challenges of learning tasks from the perspective of children from marginalised Roma communities (Pages 439-449)
    Mária Hušlová Orságová, Katarína Vančíková, & Marián Trnka
    DOI: https://doi.org/10.36315/2025eadX35
  • Chapter 36 - Understanding the learning space: A bibliometric analysis on blended learning in higher education (Pages 450-460)
    Thoko Poppy Mahlangu
    DOI: https://doi.org/10.36315/2025eadX36
  • Chapter 37 - Project-based teaching - Insights from development in teaching in construction management (Pages 461-469)
    John Lindgren & Anna Isaksson
    DOI: https://doi.org/10.36315/2025eadX37
  • Chapter 38 - Exploring the support needs of teachers in full-service schools to promote inclusion (Pages 470-480)
    Matabe Rosa Modiba & Appolonia Masunungure
    DOI: https://doi.org/10.36315/2025eadX38
  • Chapter 39 - Screening for mathematical difficulties: Elaboration and pilot study (Pages 481-488)
    Rita Picinini, Simone Aparecida Capellini, & Giseli Donadon Germano
    DOI: https://doi.org/10.36315/2025eadX39
  • Chapter 40 - Active learning methods in anatomy teaching for operating room nursing (Pages 489-506)
    Lars Kyte, Grethe M. Dåvøy, Geir Egil Eide, & Alisa Rysaeva
    DOI: https://doi.org/10.36315/2025eadX40
  • Chapter 41 - Facilis Descensus Averno - Or effects of interactions between own PhD research project and other projects initiated within university (Pages 509-526)
    Cezar Scarlat
    DOI: https://doi.org/10.36315/2025eadX41
  • Chapter 42 - Incrementa Atque Decrementa…Managing the university research centres along their lifecycle: Three cases and a common administrative issue (Pages 527-541)
    Cezar Scarlat
    DOI: https://doi.org/10.36315/2025eadX42
Education Applications & Developments X
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Published
May 1, 2025
Series
Advances in Education and Educational Trends
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Copyright (c) 2025 Mafalda Carmo