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01.12.2026. Die Fortbildung bietet Einblicke in die aktuelle Gesundheitsforschung am Helmholtz Munich sowie in clever.gesund, das Gesundheitsportal für Kinder und Jugendliche mit praxisnahen Materialien und Angeboten für die Schule. Auf dem Programm stehen wissenschaftliche Vorträge aus erster Hand zu aktuellen Forschungsthemen. Themen sind unter anderem Prävention, Diabetes, Krebs und die Anwendung von Künstlicher Intelligenz in der Forschung. Zudem besteht die Möglichkeit zum fachlichen Austausch mit den Wissenschaftlern Prof. Dr. Stephan Herzig und Dr. Matthias Heinig. Darüber hinaus werden das Schulprogramm clever.gesund und der zugehörige Schulwettbewerb vorgestellt. Die Veranstaltung zeigt Möglichkeiten auf, die Gesundheitskompetenz von Schüler:innen im Schulalltag zu stärken. Ein weiterer Schwerpunkt liegt auf Austausch und Vernetzung. Die Teilnehmenden erhalten die Gelegenheit, den Helmholtz Munich Pioneer Campus kennenzulernen und mit anderen engagierten Lehrkräften ins Gespräch zu kommen. Die Fortbildung ist Teil des Programms clever.gesund von Helmholtz Munich, dem Deutschen Forschungszentrum für Gesundheit und Umwelt, und wird durch die AOK Bayern gefördert. Veranstalter: Helmholtz Munich, clever.gesund. Link: https://www.clever-gesund-info.de/lehrkraefte/fortbildung#c139288 .

06.02.2027. Die Veranstaltung zielt darauf ab, die Medienkompetenz junger Menschen zu fördern. Dabei soll Multiplikator*innen der Jugendbildung durch verstärkte Unterstützung und die Bereitstellung von Ressourcen geholfen werden. Um dies zu erreichen, schafft die Veranstaltung Macht.Medien! einen Raum, der bestehende Angebote der Medienbildung zentral und gebündelt pädagogischen Fachkräften vorstellt, nahebringt und diese vernetzt. Damit wird angestrebt, unterschiedliche Aspekte der Medienkompetenz effektiv und fundiert in die pädagogische Arbeit zu integrieren und so die digitalen Fähigkeiten sowie Reflexionsfähigkeiten junger Menschen zu erweitern. Nützliche Angebote und Ansprechpersonen werden in verschiedenen Formaten präsentiert: Der Messesaal bietet einen Überblick über medienkompetenzstärkende Projekte, Methoden und Materialien sowie die Möglichkeit, Kontakte zu regionalen und überregionalen Anlaufstellen zu knüpfen. Konkrete medienpädagogische Ansätze und Best-Practice-Beispiele werden in Workshops vorgestellt. Beim offenen Austausch sind alle Teilnehmenden eingeladen, ihre Perspektiven einzubringen und miteinander zu diskutieren, wo Chancen, Lücken und Herausforderungen bei der Stärkung von Medienkompetenz liegen. Die Veranstaltung richtet sich an angehende und berufstätige Lehrkräfte, Sozialarbeitende und pädagogische Fachkräfte. Auch Schüler*innenvertretende sind herzlich willkommen. Da es sich um eine Veranstaltung mit verschiedenen Formaten und Programmpunkten handelt, ist eine Teilnahme von zwei bis drei Stunden ebenso möglich wie der Besuch der gesamten Veranstaltung. Veranstalter: Evangelische Akademie Frankfurt und das Projektteam MediaMaze. Link: https://www.evangelische-akademie.de/kalender/macht-medien/64532/ .

21.11.2026. Die Auf in die Welt - Messe ist eine ausgezeichnete Gelegenheit für Schüler*innen, Eltern und Pädagog*innen, die sich umfassend über Auslandsaufenthalte während und nach der Schulzeit sowie über Fördermöglichkeiten und Stipendien informieren möchten. Informiert wird über Auslandsaufenthalte in Europa und weltweit. Die Messe ist eine Initiative der gemeinnützigen Deutschen Stiftung Völkerverständigung und umfasst eine Ausstellung der führenden Austauschorganisationen, Agenturen, internationalen Bildungseinrichtungen und Beratungsdienste. Anlässlich der Messen werden Stipendien ausgeschrieben. Der Eintritt für die Besucher ist frei. Die Messe ist von 10 bis 16 Uhr für Besucher geöffnet. Hinweise zu den Messen und Stipendien sowie weitere Informationen rund um das Thema Auslandsaufenthalte gibt die Stiftung auf Ihrer Website https://www.aufindiewelt.de Bitte beachten: Die Programmangebote auf den einzelnen Messen können variieren. Das genaue Angebot kann ca. 2 Wochen vor der Messe auf der jeweiligen Messe-Website eingesehen werden: https://www.aufindiewelt.de/messen Veranstalter: Deutsche Stiftung Völkerverständigung. Link: https://www.aufindiewelt.de/stuttgart .

03.07.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-muenchen/ .

26.06.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-friedrichshafen/ .

19.06.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jubi-berlin/ .

19.06.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-koeln/ .

12.06.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-dortmund/ .

12.06.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-hannover-auslandsaufenthalte/ .

05.06.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/hamburg-jubi-messe/ .

05.06.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jubi-frankfurt-auslandsjahr/ .

22.05.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-muenster/ .

22.05.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-kiel/ .

10.04.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jubi-messe-osnabrueck/ .

10.04.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-munchen-jubi/ .

20.03.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-hamburg-jubi/ .

20.03.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-leipzig/ .

13.03.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-freiburg/ .

13.03.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland.  Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-dusseldorf-jubi-messe/ .

06.03.2027. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Schüler*innen, Auszubildende und Studierende, die einen Auslandsaufenthalt planen, finden auf der JuBi umfassende Informationen und Orientierung zu internationalen Bildungs- und Austauschmöglichkeiten. Die Messe unterstützt dabei, aus Ideen konkrete Pläne zu entwickeln. Auch Eltern, Lehrkräfte sowie alle weiteren Interessierten erhalten einen Überblick über die vielfältigen Bildungs- und Erfahrungsangebote für Jugendliche und junge Erwachsene im In- und Ausland.  Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/berlin-jubi-messe/ .

Despite the proliferation of artificial intelligence (AI) literacy frameworks across educational contexts, substantial inconsistencies remain in how key constructs are defined and operationalized, leading to conceptual fragmentation. To address this issue, this study introduces Human-AI Collaborative Meta-Synthesis (HACS), a systematic literature synthesis procedure in which human-in-the-loop governance leverages large language models to execute grounded theory-inspired open, axial, and selective coding. Applying HACS to a corpus of 71 peer-reviewed studies, the analysis reconciles divergent conceptualizations of AI literacy and develops an integrated design reference framework for higher education. The resulting framework offers a theoretically grounded five-dimensional structure comprising Knowledge and Understanding, Usage and Skill, Evaluation and Modification, Ethics and Responsibility, and Continuous Learning and Development, operationalized through thirteen sub-dimensions and thirty-two indicators suitable for instructional design and program evaluation. Rather than treating these dimensions as parallel or independent competency lists, the framework reconceptualizes AI literacy as a sociocognitive ecosystem in which the five dimensions are dynamically and recursively intertwined, positioning adaptability, reflexivity, and ethical situatedness as central developmental targets. This study further demonstrates how HACS extends traditional qualitative synthesis by combining computational scalability with sustained human interpretive control, and how its iterative design enables principled framework renewal as AI technologies and educational contexts evolve.

With the deep integration of AI technologies across all aspects of basic education, teacher AI competency (TAIC) has become a core driver of digital transformation in education. However, existing assessment instruments lack specialized measures tailored to K-12 educational scenarios. Drawing on frameworks and standards such as UNESCO's “AI Competency Framework for Teachers,” this study constructs a three-dimensional integrated framework of “AI foundational competency–AI application competency–AI ethical norms” by analyzing the primary work scenarios of K-12 teachers and typical applications of AI technologies. Within this framework, Application Competency is anchored in three core scenarios: Teaching Practice, Educational Research, and Classroom Management. Through four stages—literature review, expert interviews, expert validation, and pilot testing—exploratory and confirmatory factor analyses based on 18,295 valid responses demonstrate that the final 22-item scale exhibits strong reliability and validity. Overall, AI competency for K-12 teachers (AIC-K12) is at a moderately high level, with significant differences observed across age, teaching experience, school stage, subject area, school location, and partially across gender. Based on these findings, several research implications are proposed. This study provides a robust instrument and empirical evidence for assessing AIC-K12 and supporting professional development, offering important insights for advancing the development of the teaching workforce and improving educational quality in the AI era.

Data science is a field that merges advancements in computer science, statistics, and machine learning. To date, much data science instruction has been through graduate programs or self-directed course offerings. There are therefore fewer opportunities for formal data science education, especially for K-12 educators and learners who have limited exposure to these fields. While some efforts have emerged to introduce data science in pre-college settings, there is little research regarding learning design strategies that support data science for inservice teachers. As such, this project employs a design-based research (DBR) approach to develop accessible and engaging open-access learning resources as a way to reduce barriers to data science instruction across the educational spectrum. Given the gap regarding data science in K-12, our DBR study identifies the following design elements: (a) revised data science content scope, (b) design standardization for interactive learning, (c) reframing data science for case-based learning, (d) artificial intelligence (AI) towards data personalization, and (e) data science coding through goal-based learning. The project also introduces aspects of the curriculum via a teacher professional development, which provides important insights and challenges regarding data science at the middle and high school levels. Implications for learning design, open-educational resources, data science standards, and others are discussed.

This study develops and validates an interpretable transformer-based model for detecting cognitive presence (CP) in MOOC discussions to serve as a diagnostic foundation for instructional design and facilitation. Specifically, we built this model by fine-tuning the RoBERTa architecture with theory-derived structural cues from the Community of Inquiry framework to capture causal, synthesizing, and action-oriented language. Using data from six Social Work MOOCs (4,260 learners; 227,863 sentences), the model classified discourse into four CP phases and a fifth non-CP category. The cue-augmented RoBERTa achieved strong performance (macro F1 = 0.714; κ = 0.666), and SHAP analyses confirmed the model’s internal logic aligns with theory-consistent linguistic markers, ensuring the pedagogical transparency of the results. Learner-level hierarchical regressions revealed that while discussion quantity predicted behavioral persistence, Integration predicted motivation and satisfaction while Resolution predicted perceived knowledge transfer, functioning as diagnostic proxies that participation volume alone does not capture. These findings shift the role of CP analytics from descriptive observation to prescriptive action through a proposed Pedagogical Diagnostic & Engineering (PDE) framework. By mapping automated structural signals to specific instructional failure points, this framework offers concrete tactics for real-time scaffolding, such as Socratic prompts and practitioner spotlights, to move learners beyond exploratory monologues toward deeper knowledge construction and professional application.

Learners often rely on visual cues, such as color highlights, to recall important information in instructional texts. Color can serve as an attention-guidance cue but also a memory cue to promote learning. However, research has not yet thoroughly explored how colors can serve both purposes: signaling relevant information within the learning material and serving as memory cues to foster retrieval during testing. Therefore, this study investigated whether different signaling colors in digital learning environments can serve as memory cues to enhance retrieval and improve learning outcomes for secondary students. In a 2 (signaling color: monochromatic vs. polychromatic) × 2 (memory cue presence: during learning vs. during learning and retrieval) between-subjects experiment, 168 participants learned about auroras in a digital learning environment, presented across five texts and seven instructional pictures. The study assessed learning outcomes, cognitive load during learning, and mental load and mental effort during testing, as well as prior knowledge. Results revealed no effects of memory cue presence or signaling color, nor any interactions. Additional Bayes factors largely supported the null hypothesis across all measures. Results are discussed in terms of both color encoding and superficial processing. Color-based signaling does not automatically function as a memory cue, highlighting the need for instructional approaches that promote meaningful cue encoding and consistent reuse across learning and assessment contexts.

With the rapid development of AI, children have become both frequent users and potential co-creators of intelligent technologies. However, research on AI education in primary schools remains limited, with a lack of effective, developmentally appropriate tools for systematically teaching AI concepts, applications, and ethics. To address this gap, this study develops AIgnite, an AI literacy toolkit for upper primary school students in Grades 4–6. The toolkit combines AI knowledge cards with two stages supported by these cards: (i) the Board Game stage and (ii) the AI Storydrawing stage. The two stages create a progressive learning pathway that supports students in building AI knowledge, collaboratively expressing ideas, and reflecting on ethical issues engagingly and interactively. Developed using a child-centered approach, the toolkit underwent multiple rounds of participatory co-creation and iterative prototyping with 30 participants. A user study with another 42 participants demonstrated the toolkit’s effectiveness in conveying AI concepts and applications and in fostering ethical reflection. Additionally, this research concludes by summarizing design insights for developing AI educational tools for children, providing practical guidance and inspiration for future tool development and media innovation in AI education.

Generative artificial intelligence is increasingly framed as a catalyst for deeper learning rather than simple automation. This design-based study investigated how personalised GPT agents were used as cognitive partners by pre-service teachers in an undergraduate Initial Teacher Education course in Digital Technologies within a Bachelor of Education (Secondary) programme. Drawing on distributed cognition, constructivism, cognitive load theory, and critical AI literacy, the intervention embedded personalised GPT agents within a university Canvas Learning Management System. Fourteen students configured and used agents aligned to curriculum goals, teaching contexts, pedagogical preferences, and weekly Prompt–Reflect–Refine tasks. Data included approximately 7,000 AI interactions, reflective journals, assessed lesson and assessment artefacts, and tutorial-group discussions. A hybrid inductive–deductive thematic analysis identified four recurrent functions in students’ use of the agents: conceptual tutor, co-designer, reflective mirror, and cognitive challenger. Across data sources, students reported clearer conceptual support, iterative planning, and reflective prompting, alongside risks of over-reliance, factual drift, and culturally narrow exemplars. The study contributes a context-specific model for LMS-integrated generative AI that foregrounds partnership, personalisation, judgement, and ethical reflexivity. Findings should be interpreted cautiously because the study was small-scale, single-site, and partly reliant on self-reported reflection.

Emotional engagement plays a central role in learning, yet it is commonly assessed through retrospective self-report measures that may not fully capture learners’ emotional experiences as they emerge during classroom interaction. This study examined observable behavioral manifestations associated with emotional engagement in face-to-face classrooms and their associations with lesson-specific learning outcomes within three classroom contexts. Participants were 88 students from one primary school classroom, one middle school classroom, and one university classroom. Multiple verbal and non-verbal indicators, including vocal characteristics, facial expressions, gestures, postures, and head movements, were systematically coded and integrated into an observational engagement-related behavior index. Results showed differences in the observational index among students in the three classroom contexts examined, with lower scores observed in the university classroom than in the primary and middle school classrooms. Within each of the three classroom contexts, the observational index was positively associated with lesson-specific learning outcomes, but no statistically significant differences were detected among the three within-classroom correlation coefficients. These findings illustrate the potential of multimodal classroom observations for characterizing behavioral manifestations associated with emotional engagement in authentic learning environments while highlighting the importance of interpreting such behaviors in relation to the classroom contexts in which they occur.

This study examines post-intervention self-reported outcomes associated with a short intervention designed to introduce coding, educational robotics, and introductory concepts of machine learning into initial teacher education for Primary Education. The proposal is grounded in Papert’s principles and the Creative and Computational Problem Solving model, combining active learning methodologies with accessible technologies. A quasi-experimental design with a non-equivalent control group was employed. A total of 144 first-year students from three Spanish universities participated (105 in the experimental group and 39 in the control group). The intervention consisted of a two-hour workshop with hands-on stations and technological challenges, designed as a feasible microintervention within regular teacher education contexts. Assessment was carried out through an ad hoc questionnaire focused on three dimensions: knowledge of programming and machine learning, block-based programming and game engines, and active learning, all assessed through self-reported perceptions. The results showed statistically significant post-intervention differences in favor of the experimental group, with a small effect size for knowledge of programming and machine learning and large effect sizes for block-based programming and game engines and active learning. Item-level analyses revealed that favorable overall perceptions coexisted with lower self-reported familiarity in specific technical areas, particularly machine learning, prior experience with block-based programming, and programming in game engines. Three exploratory response profiles were also identified: reluctant, intermediate, and enthusiastic. The findings suggest that well-structured microinterventions may support higher self-reported knowledge of programming and machine learning, greater familiarity with block-based programming and game engines, and more positive perceptions of active learning in teacher education.

This study examines digital education exchange between South Korea and Cambodia through teachers’ experiences in educational ODA programs. Using Engeström’s third-generation Activity Theory, we analyzed interactions within the Busan-based LEAD Teacher Group (B-LTG) and Cambodian Teacher Group (C-TG). Data from reflective journals, focus groups, and program documents were analyzed through reflexive thematic analysis with coding based on activity system components. Contradictions among educational tools, goals, and cultural contexts drove transformative learning. B-LTG teachers refined instructional strategies for local needs, and C-TG participants developed proactive ICT integration approaches, which they then extended to colleagues through self-organized workshops. On this evidence, ODA programs should prioritize context-specific, interactive training models over one-way technology transfer. The study contributes a multi-level account of how contradictions between an advanced donor system and a resource-constrained partner system generate a shared learning object.

The educational practicum is a critical yet challenging threshold for pre-service teachers, often triggering “survival anxiety” due to limited immediate feedback. This 16-week longitudinal cluster-randomized trial (N = 356) investigated the heterogeneous effects of artificial intelligence (AI) feedback (AF), human expert feedback (EF), and an active self-guided reflection condition (SR) on pre-service physical education teachers’ instructional efficacy. Linear mixed models (LMM) revealed an efficiency–depth trade-off: AI feedback significantly outperformed expert feedback in maximizing students’ moderate-to-vigorous physical activity (MVPA) through low-latency spatial monitoring, effectively alleviating novices’ survival anxiety. Conversely, expert feedback showed a distinct and sustained advantage in cultivating deep specialized content knowledge (SCK) and metacognitive reflection. Cross-lagged panel network (CLPN) analysis further revealed distinct temporal patterns: in the AI condition, informing behaviors predicted subsequent task extension, consistent with an external “scaffolding” of procedural execution, whereas in the expert condition task refinement predicted greater subsequent skill application and fewer management episodes—a pattern consistent with internal “pedagogical control.” These findings challenge the paradigm of viewing AI as a universal substitute for mentorship. We propose the TOL-PE framework, advocating a layered synergistic ecosystem in which AI stabilizes baseline physical order while human experts elevate higher-order pedagogical reasoning, offering insights for teacher preparation in contexts facing mentor scarcity, pending cross-cultural validation.

A growing body of research on board games demonstrates that these games can function as learning environments and provide opportunities for learning across diverse contexts. Although learning is often conceptualized contextually within this literature, studies increasingly demonstrate that meaningful learning can occur through participation in board game environments. However, the relationship between board games and learning has been examined predominantly through the study of modern board games, with comparatively limited attention given to classic African board games. This literature review explores learning in classic African board games. This study serves two purposes as it highlights the state of research on classic African board games and the relationship of these games with learning. The fi ndings show that classic African board games are spaces where learning occurs and players engage in a constellation of literacies. The studies analyzed indicate that playing these games can facilitate mathematical learning, engage players in computational thinking and songoputation, and foster the development of skills related to science, engineering, and technology (i.e. STEM). These board games also allow for the exploration of artificial intelligence (AI), which results in the learning of new AI techniques. Classic African board games have the potential to simplify the learning of various subjects and the acquisition of skills relevant to the 21st century. As such, more empirical studies should be conducted to further investigate the connection between playing thesegames, their game mechanics and learning; and particularly the link between their gameplay and the learning of specific subjects such as mathematics, science, and engineering.

Open Educational Resources (OER) are widely promoted as a digital means of expanding access and reducing student costs, yet institutions often lack evidence on whether large-scale adoption is financially sustainable. This study examines the institutional costs and returns associated with OER degree pathways at five U.S. community colleges, conceptualizing institutional return on investment (ROI) as a mechanism shaping the adoption and sustainability of program-level educational technology innovations. Institutional costs were estimated using Levin’s ingredients method based on financial records and faculty and staff time-use logs. To assess potential institutional returns, we analyzed the association between OER course enrollment and students’ credit hours attempted using propensity score matching with student transcript data. Estimated changes in credit attempts were then translated into tuition and mandatory-fee revenue and compared with institutional costs to derive site-level and cross-site ROI estimates. Average institutional investments exceeded $500,000, and several colleges recouped these costs within three years through increased tuition revenues associated with higher levels of credit-taking. However, returns varied substantially across sites, indicating that financial viability is contingent on implementation strategies and institutional context. Overall, the findings suggest that OER degree pathways can generate modest institutional returns and that jointly tracking implementation resources and enrollment behavior provides institutions with a pragmatic basis for assessing sustainability and informing decisions about scaling.

Drawing on 11 evidence-based design principles, we developed a digital tool for training attention during academic activities. Two naturalistic, single-group pre-post studies—including a pre-registered direct replication—evaluated the impact of this tool on the attentional focus of adolescents across multiple public schools (Study 1: N = 322; Study 2: N = 695). Students used the tool during independent work, and focus was assessed through real-time check-ins during tool use as well as pre- and post-intervention surveys. Students’ real-time focus improved within individual sessions and cumulatively across multiple sessions, with sensitivity analyses revealing that improvements emerged early and continued over time. Across-session gains extended to students with attention-deficit/hyperactivity disorder, though within-session gains did not. Students also reported improved overall focus during class and independent assignments, with the largest gains among students who completed the most sessions. These findings demonstrate the viability of a scalable, curriculum-agnostic approach to training attention in schools and underscore the value of theory-driven intervention design.

Despite growing attention to academic writing instruction, few studies have explored how to authentically support doctoral students—particularly non-native English speakers—in navigating the complex and high-stakes process of publishing in international journals. This study addresses this critical gap by designing, implementing, and refining an online Writing for Publication Training (WFPT) tailored to the needs of doctoral students in English Language Teaching. Grounded in design-based research (DBR) and informed by authentic learning principles, the WFPT simulates the real-world scholarly publishing process through tasks such as journal selection, article drafting, peer review, and responding to editorial feedback. Over two iterative cycles, qualitative data from interviews, reflections, online meetings and field notes were thematically analyzed to inform design improvements and derive instructional principles. The results indicate several reported enhancements on participants’ writing for publication knowledge and skills. The study also proposes two novel authentic learning principles—design for confidence-building and support for self-regulated time management—as essential to effective writing-for-publication instruction. All in all, the study offers both a replicable training model and actionable guidelines for fostering scholarly publishing readiness in doctoral education.

The acquisition of science concepts is necessary for fostering analytical and problem-solving skills. The complexity of heart anatomy, obscured within the human body, presents a challenge that high-immersion virtual reality (VR) holds promise in addressing. This study explored the impact of VR versus screencast video instruction in learning anatomy, which is a core life science topic within the broader science, technology, engineering, and mathematics (STEM) domain. College students (N = 91) were randomly distributed into two groups. One group learned heart anatomy through an immersive VR tutorial, while the other group watched the identical tutorial presented via screencast video. Both groups were assessed on (1) learning content, (2) enjoyment, (3) sense of presence, and (4) cognitive load. The multivariate analysis of covariance (MANCOVA) indicated that the VR group, despite reporting significantly higher enjoyment (p ≤ .0001) and sense of presence (p ≤ .0001), scored significantly lower on a heart anatomy knowledge test (p = .003) compared with the video group. Both groups reported comparable levels of cognitive load (p = .65). This study adds evidence confirming the potential benefits and challenges of integrating VR into higher educational settings, suggesting that, in a tightly controlled, single, and short lesson on anatomy, VR enhances enjoyment and presence but does not lead to superior immediate learning outcomes compared with video instruction.

This paper presents a conceptual framework for deliberate instructional design grounded in three interrelated theoretical constructs: dynamic decision-making, self-regulated design, and systems thinking. Dynamic decision-making emphasizes the iterative nature of design reasoning and judgment. Self-regulated design extends this by framing the designer as an active agent who monitors, evaluates, and adjusts both cognitive strategies and affective states throughout the process. Systems thinking integrates these constructs, emphasizing the interconnectedness of design decisions. The framework offers implications for research, professional practice, and instructional design education. By integrating these constructs, the framework advances a theory of instructional design as a dynamic, self-regulating, and systemic process aimed at creating learning experiences that are both intentional and sustainable.

This study examined how a sequenced virtual reality (VR)–supported learning activity influenced learning and motivation in undergraduate engineering education. Drawing on cognitive load theory, generative learning theory, and the cognitive theory of multimedia learning, the study evaluated a desktop VR instructional sequence that included exploration of a simulated mechanical system, scaffolded interaction tasks, and a reflective self-explanation activity. A small sample of 38 undergraduate students was randomly assigned to either a VR-supported instructional condition or a traditional instruction control group. Students in the VR condition interacted with a desktop simulation of an excavator, completed scaffolded measurement and analysis tasks, and later responded to a structured self-explanation prompt before solving a novel statics problem. Compared with the control group, students in the VR-supported condition demonstrated higher procedural knowledge, stronger problem-solving performance, and greater self-efficacy. They also reported lower extraneous and intrinsic cognitive load. Declarative knowledge scores were higher following the introduction of scaffolded guidance, although the between-group difference did not reach statistical significance, and no significant differences were observed for germane load or maintained situational interest. In summary, the results suggest that outcomes varied across phases of the VR-supported activity relative to traditional instruction. While the study does not isolate the independent effects of individual instructional components, its small sample and use of a single VR application limit the generalizability of the findings. Nevertheless, the findings provide evidence that structuring VR learning activities with scaffolded interaction and reflective explanation may support learning efficiency and learner confidence in engineering contexts. These results offer design-relevant insights for structuring instructional supports within simulation-based learning environments.

Generative Artificial Intelligence (GenAI) is rapidly entering educational contexts, yet little is known about how primary-aged students perceive, understand, and critically reflect on its applications and limitations. This exploratory study investigates the development of AI literacy among 92 upper elementary students (5th graders) through a structured educational intervention that introduces AI concepts and ethical considerations. A mixed-methods approach was adopted, combining pre- and post-intervention questionnaires with focus group discussions to capture participants’ quantitative trends and qualitative insights into GenAI outcomes, specifically unfair, biased, or misleading outcomes. Findings indicate that students already had some prior exposure to AI and could identify examples of its use, while, after the intervention, their responses became more accurate and nuanced, encompassing a broader range of real-world applications. Importantly, students demonstrated early signs of critical AI literacy, evidenced by statistically significant changes: they recognized that AI can make mistakes, reproduce stereotypes, and reflect human biases, while expressing caution about over-reliance on AI systems. The results suggest that primary-aged learners can meaningfully and ethically engage with AI when provided with structured, age-appropriate guidance. Lastly, these findings underscore the significance of introducing AI and data ethics education early in school curricula.

This study examined the impact of learning analytics-based personalized feedback on student engagement behavior, learning outcomes, and perceptions of the feedback in a large introductory STEM course. Students were randomly assigned to either an experimental group, which received four personalized feedback messages between Weeks 6 and 14, or a control group, which received generic messages consistent with the instructor’s previous teaching practices. The feedback was personalized based on students’ engagement with homework and practice problems and was designed to promote specific behaviors in these two areas. Results showed that the experimental group exhibited greater engagement in the targeted behaviors compared to the control group. However, no significant differences were found between the groups in perceived helpfulness of the feedback or learning outcomes. This study addresses the limitations of the current implementation of personalized feedback and highlights the value of integrating behavioral data with learning outcomes and self-report responses to more accurately evaluate its impact.

Educators use psychological knowledge about categories to adapt their teaching to learners. Learning these categories usually requires understanding the underlying relational structures. To learn relational categories, learning tasks should effectively foster generalization and discrimination processes. Previous research indicates that tasks requiring learners to generate their own examples are less effective for learning relational categories and more likely to elicit overestimation of learning than tasks requiring learners to classify provided examples. We conducted an experiment with N = 104 students in degree programs that encompass educational science to investigate whether the disadvantage of generating examples in contrast to classifying examples can be mitigated by deliberately promoting generalization and discrimination processes during learning. The experiment was designed to reflect an authentic context for learning relational categories and to assess how students apply these categories in real-world settings. The results showed that despite the deliberate promotion of generalization and discrimination processes, classifying provided examples was still more effective for learning relational categories. Classifying examples presumably fosters a high level of cognitive engagement while simultaneously providing instructional guidance. In contrast, generating examples may offer insufficient guidance and thereby restrict learning. Moreover, students who generated examples during learning not only overestimated their learning but the overestimation also persisted throughout the knowledge test and after its completion. Based on the findings, educators should consider using classification tasks rather than generation tasks when teaching relational categories while also taking into account both learning and metacognitive processes.

Generative strategies such as drawing, self-explaining, and explaining to others promote active learning, but evidence on their combined effects is mixed, and the role of prior knowledge remains unclear. The authors investigated the effects of drawing, self-explaining, and explaining to others, alone and in combination, in a multiple representation domain, chemistry. A total of 134 undergraduate students who had completed introductory chemistry were randomly assigned to one of six conditions using a 2 (drawing/no drawing) x 3 (self-explaining, explaining to others, no explaining) experimental design. Participants completed a pretest, studied learning materials while applying their assigned strategies, revised their products against instructor-provided examples, and then completed a posttest. Results showed no significant main effects of drawing or explaining. However, prior knowledge moderated the impact of conditions on the posttest: drawing benefitted students with moderate prior knowledge, while combining drawing with explaining to others was particularly effective for students with lower prior knowledge. These findings highlight boundary conditions for dual generative strategies and underscore the importance of aligning strategy use with learner characteristics.

Controlled experiments are essential for causal reasoning, yet students struggle with the control-of-variables strategy (CVS). Self-generated errors, vicarious errors, or a combination could provide learning opportunities; however, error awareness, motivation, affect, and cognitive load may shape whether students benefit from different types of errors. This study examines the effect of self-generated, vicarious, combined, or no errors on CVS learning, and investigates affect, motivation, cognitive load, and error awareness as potential mediators. 255 seventh- and eighth-grade students (40% female) participated. In an experimental intervention study with three experimental groups and one control group, students engaged with experiments before receiving instruction and error-reflection prompts, following a problem-solving prior to instruction approach. We assessed CVS skills, affect, cognitive load, motivation, and error awareness. Analyses included ANCOVA, ANOVA, and path models. The self-generated errors group scored highest on the CVS-posttest, followed by the no-errors, vicarious errors, and combination groups. Group differences in CVS performance were not statistically significant, although all groups improved from pre- to posttest. No mediation effects were found for affect, motivation, or cognitive load. Error awareness positively predicted posttest performance, but negatively mediated the effect of self-generated errors on learning. Different types of errors and error-free examples were all associated with CVS learning gains, even though the different types did not differentially affect CVS learning outcomes when controlling for prior knowledge. Error awareness showed a complex pattern, being positively associated with performance while marginally negatively mediating the effect of self-generated errors. These findings highlight the need for further research to better understand the complex role of errors in science learning.

Mastering skills in designing valid, controlled experiments is foundational for scientific reasoning and inquiry. Whereas prevailing interventions to develop experimentation skills often induce cognitive conflict through comparing others’ invalid experiments with valid ones, this study tested the hypothesis that deliberately committing and correcting one’s own errors in invalid designs yields better learning and transfer than studying others’ errors. University students (N = 276) were instructed on experimental design principles (e.g., control of variables), then practiced applying them using one of three learning methods: derr-explain-fix (intentionally designing an invalid experiment then explaining and correcting one’s deliberate errors) or spot-explain-fix (spotting, explaining, and correcting others’ deliberate errors in invalid designs) or errorless practice (designing a valid experiment and explaining it). All students were then tested on their near and far transfer in designing an experiment that was structurally analogous to or more complex than the one during practice. They were also assessed on critiquing a given design’s validity, and their negative knowledge in anticipating problem-specific design errors. Both errorful learning methods outperformed errorless practice on the near transfer, design critique, and error anticipation tests. Crucially, the derr-explain-fix method improved near and far transfer more than the spot-explain-fix method, which did not yield better far transfer than errorless practice. Yet, students lacked metacognitive awareness of the benefits of deliberate erring and, more broadly, errorful learning. Overall, these findings demonstrate that intentionally designing and correcting one’s own invalid experiments during practice is an effective way to enhance learning and transfer of experimental design principles.

Rubrics are widely used in education to clarify expectations and guide student performance. However, the optimal timing of rubric presentation — whether before, after, or at both stages of a task — remains underexplored. This pre-registered experimental study aimed to determine whether rubrics function more effectively as pre-task guides or post-task feedback tools by examining differences in writing performance and cognitive load. Additionally, it explored potential differences between sixth and eleventh graders. Participants included 271 students from a private school in the Northeastern United States, with 141 eleventh graders and 130 sixth graders. Students wrote persuasive essays under one of four conditions: rubric before, rubric after, rubric before and after, or no rubric. Performance was assessed at two time points: the initial draft (T1) and the revised draft (T2). Cognitive load (perceived difficulty and effort) was also measured. Results revealed that rubrics provided before did not have any effect on the initial draft quality (T1), while rubrics provided after or at both stages enhanced revision outcomes (T2). Eleventh graders showed greater improvement than sixth graders. Cognitive load varied across conditions, with earlier rubric access reducing perceived difficulty. Thus, the timing of rubric presentation significantly influences writing performance and cognitive engagement. Rubrics are most effective when provided after the task, serving as an effective post-task feedback tool.

In recent years, the importance of developing instructional designs in schools to enhance students’ life skills has received increased attention. Placing life skills related issues on the curriculum implies that students’ personal lives and experiences are being given a more prominent role in education. However, while existing empirical studies have revealed valuable insights into aspects relevant to the practice of teaching life skills, there is lack of research on how teachers guide students in situ within life skills education settings. In this study, we explore how teachers orient to students’ personal experiences, ideas and assumptions from their everyday lives during classroom conversations in the context of life skills education. Specifically, we examine the opportunities and challenges teachers might face in this type of instructional work. Our analysis draws on video data from a life skills project in which lower secondary school students and their teachers engaged in classroom conversations about issues related to youth, identity and belonging. The analysis shows (1) how the teachers sometimes used students’ personal experiences as resources for guiding their conceptual understanding, (2) the efforts required of teachers to handle emotional and sometimes sensitive student contributions in whole-class conversations and (3) the challenges teachers sometimes faced in integrating conceptual knowledge with students’ everyday experiences. We discuss these findings in relation to the existing literature.

The present study investigated the effects of instructor presence in a multimedia learning situation where seeing the instructor was deemed relevant to the learning content and requirements, in this case a language learning setting. Fifty Japanese university students were asked to learn from two videos on the four Mandarin tones, one with the instructor video present and one without. While viewing the videos, participants’ eye movements and skin conductance level were recorded, and measurements of learning performance and perceptions about learning were taken afterwards. Results showed no significant difference in overall learning performance when comparing the conditions with and without instructor presence, but learners indicated that they were more satisfied and perceived more learning when the instructor video was included. This suggests that instructor presence can influence learners’ attention and perceived learning. However, in the present study, videos of instructors modeling tone production without providing other cues to tone production did not lead to measurable improvements in learning outcomes, even though learners attended to the instructor videos and perceived them as helpful. These findings indicate that instructor presence is unlikely to improve learning outcomes unless the instructor’s visible behavior provides information learners can directly use for the task at hand. More broadly, the benefits of instructor presence may depend not only on the alignment between the information conveyed and the requirements of the learning task, but also on learners’ ability to recognize and use that information effectively.

Socially shared regulation of learning (SSRL) can promote high-level collaborative learning. However, the sequential interplay between sociocognitive, socioemotional and motivational group-level challenges and SSRL strategies remains unclear, particularly in comparative analyses of pre-service and in-service teachers engaged in computer-supported collaborative problem-solving tasks. To address this gap, 33 pre-service and 33 in-service teachers were video-recorded in face-to-face settings while working in groups of three on collaborative problem-solving tasks within a virtual simulation on a desktop computer. A total of 25.7 h of video data were analysed using a theory-driven coding scheme that captured sociocognitive, socioemotional and motivational challenges, as well as collaborative regulatory activities grounded in the SSRL framework. Process mining was employed to visualise and compare sequential patterns of challenges and regulation. The findings indicate that pre-service teachers exhibited stronger sequential patterns linking planning, monitoring and controlling activities, whereas in-service teachers demonstrated more pronounced sequences involving monitoring and planning following socioemotional and motivational challenges. These differences reflect distinct tendencies in how collaborative learning activities were organised over time, rather than differences in effectiveness or learning outcomes. This study contributes to the learning sciences by extending SSRL research and offering theoretical and methodological insights into analysing collaborative learning as a dynamic process. From a practical perspective, the findings inform the pedagogical design of collaborative learning and teachers’ professional development by highlighting the need for profile-sensitive scaffolds that support shared planning, monitoring and adaptive regulation.

Teacher academic and emotional support play a crucial role in students’ reading achievement, yet the underlying mechanisms remain underexplored. Utilizing data from PISA 2018, this study investigates how school belonging moderates the indirect effects of teacher academic and emotional support on reading achievement via mastery goal orientation. Based on a sample of mainland Chinese students (N = 12,058), the findings indicate that: (a) both academic and emotional teacher support positively predict reading achievement; (b) mastery goal orientation mediates these relationships; and (c) contrary to expectations, school belonging negatively moderates the indirect effects – the indirect effects are stronger when school belonging is low. For academic support, the first‑stage interaction (support → mastery) was significantly negative, whereas for emotional support, neither path interaction reached significance; nevertheless, the overall indices of moderated mediation were significant for both models, indicating that the joint contribution of the two stages (weighted by the strong main effects) produces a reliable change in the indirect effect across levels of belonging. These results challenge the assumption that belonging universally amplifies the benefits of teacher support and instead suggest a buffering role of belonging in the Chinese educational context. The findings highlight the importance of providing targeted support to students with low belonging and call for culturally sensitive models of motivation and achievement.

Understanding how groups interact with the task during face-to-face collaborative problem solving in STEM classrooms is central to the task design process of ill-structured tasks. We examine how the presence of hard scaffolds in the design of ill-structured tasks influences groups’ collaborative problem-solving interactions during the engineering task and final task solutions. Our findings indicate that these scaffolds help students structure the task and engage in collaborative problem-solving processes that are usually neglected, which can improve the quality of groups’ final task solutions and give groups a more authentic collaborative problem solving experience in engineering. These findings support the need to include hard scaffolds in the design of ill-structured tasks for collaborative problem solving in higher education STEM classrooms.

This study examines emotion regulation during emotional challenges in mathematics group tasks among teacher education students (N = 62). The data consisted of 87 hours of videotaped group interaction and students’ pre- and post-evaluations of their group experiences. The results show that emotional challenges and regulation varied across groups and tasks. Pre-evaluations were associated with the level of regulation, whereas post-evaluations were associated with the level of challenge but not with regulation. Qualitative case analyses further illustrate group-specific challenges and regulation strategies, including task structuring, awareness raising, encouragement, and social reinforcement. The findings indicate that regulation strategies did not always align with the challenges faced, leading to recurring difficulties within groups. These results have implications for the design and support of collaborative learning: beyond helping students stay on task, groups may benefit from increased awareness of the nature of their challenges and sufficient time to address them through negotiated interaction.

Despite the prevalence of videos and illustrated texts in primary education, there is a limited understanding of how children study and review these materials, and how this impacts their learning performance. This study examined 97 tablet screen recordings, which captured the learning behaviors of fifth graders as they studied illustrated texts and videos in a within-subjects experiment. The screen recordings were coded frame-by-frame to assess the children’s studying rates and learning strategies. These factors, and their connection to prior learning performance data, were analyzed using mixed-effects models and stepwise regression. The results show that videos were studied significantly faster than content-equivalent illustrated texts. Furthermore, this faster studying was associated with better learning outcomes and lower cognitive load. As the children scarcely used the navigation options in the videos, they were mostly studied and reviewed linearly at their designed rate, which was especially beneficial for slower readers. In comparison, both the studying rate and the review strategies were more varied in the illustrated texts. In both conditions, children devoted more time on the slides that had more text content and were positioned early in the presentation. The type of pictures on the slide did not influence time spent. These results indicate that children tend to watch and review videos linearly at their designed rate and sequence, leading to faster studying rates, better learning outcomes, and lower cognitive load compared to illustrated texts. In particular, slow readers benefit from videos.

This study investigates recursive cycles of knowledge building-modeling (KBM) supported by knowledge building analytics to foster reflection, model improvement, and systems thinking. A total of 43 grade 5 students in China constructed models of Earth Science systems that served as objects of inquiry in Knowledge Forum. Models were refined as students engaged in knowledge building discourse, using knowledge building analytics to visualize the interconnectedness of ideas and progressively enhance models that link Earth Science phenomena to sustainability. Successive model iterations showed increased modeling sophistication and progression of systems thinking from individual variables to cause–effect relationships, secondary effects, temporal accounts, and predictions of behaviors. Students also demonstrated significant gains in their domain knowledge of Earth Science. Qualitative analyses identified mediating processes and system-level dynamics: (1) idea generation and improvement through collaborative knowledge building discourse, (2) analytics used for meta-reflection and conceptual reorganization, and (3) model construction for system expansion and refinement. These findings illustrate how students appropriated KBM and analytics as epistemic frameworks to engage in recursive design and refinement for systems thinking and knowledge advances. The research demonstrates how computer-supported collaborative learning (CSCL) enriched with model-based inquiry and knowledge building analytics can foster students’ engagement with complex systems.

Teachers’ ability to assess pupils’ knowledge and skills is a crucial component of their daily responsibilities, as accurate diagnoses influence both the support provided to pupils and their learning outcomes. Traditionally, diagnosing pupils’ skills is an individual task, with little consideration given to the potential of collaborative diagnosis. However, collaboration may offer significant benefits, particularly when diagnosing cross-domain skills, such as scientific reasoning, where teachers from different subjects can contribute observations from different classroom situations and integrate their perspectives into a joint diagnosis. Drawing on parallels with the medical field, where collaborative diagnoses have already been shown to improve diagnostic accuracy, potential advantages may also occur in an educational context. Nonetheless, collaboration also comes with difficulties: Distributed information is seldom shared, and collaboration can be ineffective. Thus, using video-based simulations, this study investigates how collaboration, distribution of information, and collaboration support, by means of collaboration scripts, influence diagnostic accuracy – potentially via the application of collaborative diagnostic activities – consequently contributing to the development of diagnostic competences in pre-service teachers. The results indicate that pre-service teachers’ collaborative diagnostic accuracy does not per se exceed individual diagnostic accuracy, but that collaboration support can significantly enhance the added value of collaborative diagnosis. The reason for this seems to be increased information sharing. Thus, this study suggests that successful collaborative diagnoses require collaboration support and that collaboration scripts can help overcome the challenges of collaboration. Future research should explore collaborative diagnosis in different contexts and for other (cross-domain) skills.

In collaborative learning, regulation is crucial for meaningful and effective collective learning. As generative artificial intelligence (AI) becomes readily available to learners as an external, on-demand information resource, regulatory behavior dynamics may shift from information seeking toward evaluating, selecting, integrating, and coordinating externally generated content within group discourse. This study examined the learners’ behavioral dynamics in their cognitive, task, and emotional regulation and investigated the interplay of individual performance and behavior transition patterns against the backdrop of group achievement in an AI-supported collaborative learning environment. A total of 126 undergraduate and graduate students participated in a face-to-face learning task, with access to online AI tools at the learners’ discretion. Audio recordings were transcribed into 16,816 semantic units for content analysis. Using k-means clustering, the research identified four distinct learner types, namely evaluative, curious, expressive, and passive. Lag sequential analysis (LSA) results showed divergent behavioral patterns emerged between high- and low-performance groups and individuals. Group performance level did not warrant similar individual performance levels. The study highlights the complex interplay between individual and group behaviors and their impact on performance, in particular the behaviors of high-performance individuals in low-performing groups and vice versa. Notably, these patterns underscore how group outcomes can hinge on how contributions are regulated and coordinated, rather than on information availability alone. Collectively, the findings suggest that, in AI-supported collaboration, performance is associated with the learner’s capacity to critically appraise and purposely appropriate information among the group members and to align its use with task goals and social emotional coordination. This research offers insights for the facilitators on grouping strategies, differentiated scaffold design for learner types, and intervention considerations for low-performance groups and individuals. Limitations and future research directions are also discussed.

This paper explored the use of a teacher-facing analytics tool designed to support teacher facilitation of collective student inquiry. We studied a Grade 5 science teacher’s implementation of the tool to support students in developing their understanding of electricity. The tool dashboard visualizes the relationship between student discourse and the curriculum by distinguishing shared terms, student-only terms, and conceptual words from the curriculum in the form of visuals including word cloud and word network. Our data included lesson observations (video-recorded), student posts (notes) from an online forum, a science quiz, and interviews. We analyzed video data to understand the teacher’s discourse strategies supported by the tool and assessed students’ online discussions for (i) vocabulary growth in relation to curriculum keywords and (ii) the quality of idea complexity and scientific rigor over time. We also coded interview data to understand participants’ views and perceptions of collaborative learning when supported by the word cloud visualizations. Our findings showed that the teacher used the visualizations to identify emerging ideas aligned with the curriculum and to co-construct promising ideas with students to help advance their inquiry. Our analysis of student data showed that students constructively integrated curriculum keywords from the visualizations to expand idea connections using scientific terms over time. They also reported in interviews that the visualizations promoted their inquiry. The quiz results also showed a significant improvement in their understanding of the topic. We discuss the contributions and implications in relation to teacher-facing learning analytics designed to support collective student inquiry in knowledge building.