Objective: This study aimed to evaluate the effectiveness of a parent training (PT) program led by a team of elementary school teachers for parents of children with developmental disabilities. The study focused on improving the children’s Quality of Life (QOL) and behavioral problems, as well as enhancing the parents' nurturing attitudes.

Methods: In this single-arm pre–post study (without a control group), the participants comprised 32 parents of children enrolled in special education classes in a local community. The intervention followed a blended learning model, consisting of four face-to-face sessions, on-demand videos, and online training. Pre- and post-intervention assessments were conducted using the SDQ, KINDL, and PNPS. The final analysis was limited to 23 participants who attended all sessions.

Results: Regarding behavioral problems, the SDQ "Total Difficulties Score" showed significant improvement. In terms of QOL, significant enhancements were observed in the "Self-esteem" and "Family" subscales of the KINDL. For parenting attitudes, the "Involvement/Monitoring" factor of the PNPS improved. Additionally, the program received high ratings for social validity.

Conclusion: The findings suggest that a PT model delivered by local school teachers can be an effective support system. However, this study is limited by its small sample size and the absence of a control group. Future research should include larger samples and longitudinal follow-up sessions to evaluate the long-term maintenance of these effects.

In advanced Organic Chemistry courses, students often acquire knowledge of chemical reactivity mainly through the theoretical study of established synthetic transformations. While this approach provides a solid conceptual foundation, it may limit the development of key competencies such as scientific literature search, decision-making in synthetic design, and experimental planning.

This work presents a learning activity implemented within the framework of the Bachelor’s Degree Final Project in Chemistry, involving four undergraduate students working individually. After introducing a synthetic methodology for the preparation of diarylamines, students were tasked with identifying a target compound of interest based on its properties, industrial relevance, or presence in the scientific literature.

Each student selected a compound and developed a synthetic proposal supported by bibliographic research, justifying the choice of starting materials, reaction conditions, and overall feasibility. The proposed strategies were subsequently implemented in the laboratory. Students were supported through periodic tutorials and evaluated using a rubric addressing literature search, synthetic reasoning, and experimental execution.

Learning outcomes were assessed through rubric-based evaluation and a post-activity student survey. All students developed viable synthetic proposals, and most successfully carried out the experimental work. Survey responses indicated increased confidence in literature consultation and synthetic planning.

Although limited by the small sample size, the results suggest that this active-learning approach fosters student engagement and strengthens the connection between theoretical knowledge and practical application in Organic Chemistry.

Dabrowski’s Theory of Positive Disintegration proposes overexcitabilities (OEs) as heightened forms of responsiveness frequently associated with students with high abilities. However, OEs are often misinterpreted as behavioral or emotional difficulties, and their discriminant value for talent identification remains unclear. This study examined whether profiles across the five OE dimensions (psychomotor, sensual, intellectual, imaginational, and emotional) differentiate students formally identified as highly able, high-achievers, and non-identified peers.

A quantitative, comparative, cross-sectional design was employed with 157 Spanish students aged 8–13 years (59 highly able, 57 high-achievers, 41 non-identified). Participants completed the Spanish adaptation of the Overexcitabilities Questionnaire–II (OEQ-II), which demonstrated adequate to excellent internal consistency (α = .73–.84). Group differences were analyzed using MANOVA and follow-up ANOVAs with Bonferroni adjustments. A multinomial logistic regression examined the predictive value of OE dimensions for group membership.

The results revealed a significant multivariate effect of group on OE profiles, Pillai’s V = .359, F(10, 302) = 6.62, p < .001, partial η² = .18. Univariate analyses showed significant differences across all five dimensions (η² = .09–.23). Both highly able and high-achieving students scored higher than non-identified peers in emotional, sensual, and imaginational OEs. Intellectual OE most clearly distinguished the highly able group, which scored significantly higher than both comparison groups and emerged as the only significant predictor of formal identification in the regression model (Nagelkerke R² = .38). Post hoc power analyses indicated high sensitivity (1–β = .99).

The findings suggest that intensity-related characteristics are common among high-performing students, but intellectual OE uniquely characterizes highly able learners. Incorporating multidimensional OE profiles alongside cognitive and academic indicators may improve early identification and provide a more comprehensive basis for educational support and enrichment.

STEAM education is an interdisciplinary approach that integrates science, technology, engineering, arts and mathematics in order to develop life-long soft skills, addressing learning in a way that mirrors real life. Unlike STEM, which focuses on technical skills, the new approach proposed in this study brings the arts into the equation, shifting the focus to critical thinking, understanding the world and finding creative solutions.

Perhaps the most relevant discipline for understanding the methods used is architecture, a field that brings together artistic and technical elements in a natural way, as part of the profession. A topic of interest for understanding STEAM education in children and adolescents is how this discipline could be taught to elementary school pupils, as it requires considerable effort to establish a specific methodology.

This article aims primarily to present the methodology developed by the De-a Arhitectura Association in two manuals: “Playing architecture—mini” for the first and second grades and “Playing architecture in my town” for the third and fourth grades. Second, and perhaps more importantly, is the whole process analysis, conducting exercises, experiments, assessing connections with other disciplines in the curriculum, presenting the conclusions the authors reached after four years of working with 25 children from the same classroom, tracking their progress and skill development.

In conclusion, the STEAM approach is suitable for all age groups, and the tangible results are evident not only in terms of hard skills but especially in terms of soft skills, namely problem-solving, communication, emotional intelligence, collaboration and creativity.

In many parts of the world, mainstream schools accommodate learners with diverse abilities. Over recent decades, inclusive pedagogies have been widely discussed in education, acknowledging that all learners differ, and that successful inclusive educational settings should provide multiple opportunities for learning. This requires teaching, learning, and assessment approaches that offer multiple entry points for participation and learning. Within music education, significant research has theorised inclusive music classrooms and programmes (Jellison, 2015; McCord et al., 2025). However, there remains limited research-based guidance on how inclusive pedagogy can be enacted in practice within music education. This presentation shares findings from two research studies exploring learners’ experiences of inclusive pedagogy in music education, undertaken in higher and primary education contexts, in Ireland and Cyprus. A case study methodology was employed in both studies. An integrated framework combining theories of inclusive pedagogy and Universal Design for Learning (UDL) (Varvarigou, 2025) was used to map inclusive music pedagogy in practice. Findings from both studies revealed that key practices promoting inclusive pedagogy included repetition of structure and materials to establish a sense of routine and to promote musical development; imitation-based activities that gradually led to interaction; and multisensory learning. These experiences extended beyond the visual, auditory, and tactile modalities traditionally emphasised in education to include olfactory, vestibular (sense of balance and movement), and proprioceptive (sense of body in space) dimensions of musical learning. The presentation concludes with recommendations for inclusive practice across diverse learning contexts and across the life course, advocating for hands-on, person-centred and participant-led approaches within flexible structures. Furthermore, it highlights the role of educational leadership in promoting co-creation and recognising learners as experts in their own learning.

This study aims to evaluate students’ cognitive attribute mastery across several mathematics domains using the Cognitive Diagnostic Model (CDM) approach. The study involved 219 eighth-grade students who were assessed in five mathematics domains: basic statistics, sequences and series, relations and functions, linear equations and gradients, and systems of linear equations and inequalities. The analysis was conducted to identify patterns of students’ skill mastery and to determine the most appropriate diagnostic model for each domain. The results indicate that each mathematics domain exhibits different cognitive structures. In the domains of basic statistics and sequences–series, attribute mastery tends to be more flexible and partially compensatory, although in basic statistics there is evidence that conceptual understanding of statistical concepts functions as a prerequisite for calculating measures of central tendency and dispersion. In contrast, in the domains of relations and functions, linear equations and gradients, and systems of linear equations and inequalities, the pattern of attribute mastery appears more hierarchical and non-compensatory, where mastery of fundamental concepts becomes a foundation before students can perform procedural calculations and apply the concepts. These findings suggest that evaluating mathematical ability solely through total test scores is insufficient, as it does not capture the specific learning difficulties experienced by students. Therefore, the application of CDM provides more detailed diagnostic information regarding students’ strengths and weaknesses at the attribute level, which can serve as a basis for designing more targeted and effective instructional strategies.

Introduction: Autism Spectrum Disorder (ASD) involves deficits in communication and social interaction. In non-verbal children, the absence of speech hinders the expression of symptoms and emotions, making diagnosis and treatment adherence challenging. Thus, physician–patient communication relies on family mediation and alternative strategies. Objectives: To analyze the perceptions of child neurologists and psychiatrists regarding challenges and strategies in communicating with non-verbal autistic children, highlighting structural barriers and therapeutic bonding.
Methods: A qualitative study was conducted through semi-structured interviews with three physicians (two child neurologists and one psychiatry resident) who treat non-verbal autistic patients. The script addressed clinical routines, communication challenges, strategies, formal training, and institutional barriers. Results: Participants reported daily contact with non-verbal patients, citing agitated behavior, low frustration tolerance, and a lack of standardized protocols as primary obstacles. Neurologists emphasized parental mediation and clinical observation, while the psychiatrist noted that emergency environments and limited time hinder bonding. Strategies included using the Picture Exchange Communication System (PECS), clear communication, and toys to calm the environment. All participants identified a lack of formal training and the need for adapted clinical spaces. Despite barriers, empathy, patience, and parental presence were deemed essential for humanized care. Final Considerations: Communication with non-verbal autistic children is restricted by limited resources and insufficient training. However, parental mediation and an empathetic clinical approach can strengthen the physician–family bond.

Drawing on the sociocultural framework of Communities of Practice, this study analizes the co-design and implementation of ten learning scenarios within the DataScEd4CiEn project. The research investigates how transdisciplinary learning scenarios function as macro-level boundaray objects that facilitate the reification of practice among researchers, teacher-educators, and in-service teachers from Cyprus, Germany, Greece, Ireland and Spain. Using a mixed-methods approach, the study traces how micro-level boundary objects—such as social justice problems, datasets, design templates, and inquiry questions—support collaboration across professional boundaries and curriculum subject areas. The analysis follows the trajectory of scenario integration across four phases: emergence, exploration, immersion, and consolidation. During the emergence and exploration phases, the study examines how these boundary objects were employed by researchers and teacher-educators, acting as brokers supporting teachers in navigating the disciplinary "silo effect" and coordinating the co-design of scenarios aimed at advancing data science education within STEAM for civic engagement. In the immersion phase, the focus shifted to classroom enactment, analyzing how in-service teachers and students use these boundary objects to connect complex social justice issues with curricular learning goals and to transition from descriptive to exploratory data practices while fostering civic engagement. Finally, the consolidation phase, informed by teacher reflection sheets and focus group discussions, examines how these practices became integrated into the teachers' shared repertoire. The findings suggest that learning scenarios grounded in meaningful social justice contexts can function as generative mediating structures in in-service teacher education, supporting the integration of data science within STEAM while promoting collaborative inquiry and civic engagement.

Introduction:

Artificial Intelligence Literacy (AI‑L) has rapidly become an emerging educational priority in secondary schooling, demanding conceptual understanding, ethical awareness, and accessible pedagogical guidance. However, students with disabilities and those at risk of digital exclusion face disproportionate barriers in engaging meaningfully with AI‑enhanced learning environments. ArInLi, an Erasmus+ KA210 collaboration among four European schools from Spain, Türkiye, Italy and Germany, addresses these challenges by developing two open outputs: a public website and a freely available e‑book designed to integrate foundational knowledge of AI with ethically grounded, classroom‑ready resources through an accessibility‑first approach.

Methods.
Using a design‑based, practice‑oriented methodology, ArInLi iteratively develops and curates instructional sequences and teacher guidance. The e‑book offers structured chapters on core concepts (AI, Machine Learning, Deep Learning), AI in education and data ethics, followed by catalogues of AI tools for teaching and learning. The website disseminates these materials and incorporates a four‑session “AI Copilot” classroom guide, alongside curated accessibility‑focused toolsets (e.g., screen readers, text‑to‑speech, captioning, simplified text) with practical recommendations for students with disabilities and learners experiencing digital vulnerability.

Results.
Project outputs include: an openly licensed e‑book consolidating conceptual, ethical, and pedagogical elements; a dynamic online repository with tutorials and teacher‑ready sequences; and curated accessibility supports that normalize the use of assistive technologies in everyday learning. As of 14 January 2026, the website has accumulated 55,852 visits from 30 countries, reflecting substantial international interest and supporting early adoption across partner contexts.

Conclusions.
ArInLi demonstrates a replicable and scalable model for inclusive AI‑L in secondary education by coupling conceptual depth and ethics with accessible, classroom‑ready resources. The framework lowers participation barriers for learners with disabilities and those at risk of digital exclusion. Future iterations will expand language coverage, refine teacher guidance and extend dissemination across wider educational networks.

Introduction: Coding is increasingly recognized as an effective pedagogical approach for developing computational thinking, problem-solving, and creativity, which are considered essential 21st-century skills within STEM education. Recent studies suggest that coding activities can foster divergent thinking by engaging students in structured yet flexible processes of exploration, design, and solution generation. This study investigates the impact of coding-based educational interventions on the development of creative thinking in primary and secondary school contexts.

Methods: The research adopted a quasi-experimental design involving experimental and control classes in primary and secondary schools. Experimental groups participated in structured coding activities integrated into school projects, while control groups followed regular curricular activities. Creativity was assessed through the Divergent Association Task (DAT), administered before and after the intervention to measure verbal divergent thinking. The sample included 138 primary school students and 148 secondary school students. Pre- and post-test mean scores were compared to identify changes in creative performance.

Results: In primary school, experimental classes showed a greater increase in creativity scores (+3.27%) compared with control classes (+1.51%). In secondary school, both groups improved, with a slightly higher increase in experimental classes (+2.62%) than control classes (+2.54%). Individual-level analysis showed that a higher percentage of students in experimental groups improved their performance, particularly in primary education.

Conclusions: The findings suggest that coding can contribute to the development of creative thinking, especially in primary school, when embedded in intentional pedagogical designs. The results highlight the relevance of coding as a technology-enhanced educational strategy within STEM learning and suggest that age, instructional design, and teacher mediation may influence its educational effectiveness.