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Background This study explored the associations among peer support, psychological resilience, and exercise adherence in adolescents, paying particular attention to different gender groups and educational stages. Psychological resilience was regarded as a potential explanatory mechanism in the relationship between peer support and exercise adherence. Methods A cross-sectional study with a mixed approach was conducted in Zhejiang Province, China (2023), involving a total of 2,137 adolescents (aged 10–18; 49.6% were girls), who completed three standardized questionnaires measuring psychological resilience, peer support, and exercise adherence. Semi-structured interviews were conducted with 21 students, teachers and parents. Results Male students scored higher than female students in terms of psychological resilience, peer support, and exercise adherence ( p  < 0.001). Elementary and middle school students scored higher than high school students across three dimensions, with elementary school students also performing better than middle school students ( p  < 0.001). There was a positive association between peer support and exercise adherence, with psychological resilience shown as a potential mediating factor. Multi-group analysis revealed stronger direct associations between peer support and exercise adherence among males and middle school students. Qualitative interviews indicated that peer support influenced adolescents exercise adherence through multi-level mechanisms. The understanding of peer support and psychological resilience among adolescents developed progressively at different educational stages, and there were differences in the development trends of different genders. The interviews also showed that the match of peer skill levels was a key condition for the effectiveness of support, and that the victory experience in sports might help adolescents form a positive cycle. Peer support not only directly enhanced psychological resilience in sports scenarios, but also transferred the cultivated target concentration and emotional regulation ability to academic and life fields through the \"springboard effect\". Conclusions This research emphasized the roles of peer support and psychological resilience in promoting exercise adherence among adolescents, which showed distinct pathways across different gender and developmental stages. The results highlighted the need to create a better peer support environment and improve psychological resilience.

Digital competencies are very significant in terms of integrating digital resources into educational processes. This study presents the validity and reliability of an instrument created by Carrera et al. (2011), in order to evaluate the basic digital competence of the three main educational agents of the educational community (teachers, students, and parents) for all educational stages (Early Childhood Education, Primary Education, Secondary Education and Higher Education), making use of digital resources to (1) Skills in management and transfer of technological data, (2) Software and hardware skills, (3) Web navigation skills, (4) Skills in using word processors, (5) Data processing and management skills, y (6) Multimedia presentation design skills. The application of the instrument was carried out with a sample of 1,149 participants from all educational stages, coming from the entire territory of the Dominican Republic. Reliability was assessed using various measures, including Cronbach’s Alpha, Spearman-Brown Coefficient, Guttman’s Two Halves, McDonald’s Omega, and composite reliability. To validate the instrument, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were carried out with the purpose of understanding the validity and dimensionality of the scale (comprehension validity, construct validity, convergent, discriminant and invariance validity). The results demonstrated highly satisfactory reliability, and in terms of construct validity, a good fit of the model was observed, valid for any educational agent and for any educational stage. The final version of the instrument consists of 20 items classified into six latent factors.

Inclusive education is fundamental, consisting of enabling all students, irrespective of their characteristics, to receive appropriate education and actively participate in school life. Teachers play an important role in this regard; thus, this study aims to analyze teachers’ perceptions regarding their preparation for inclusion by assessing possible differences depending on the educational stage (early childhood, primary, or secondary education). A total of 1098 Spanish teachers, from Extremadura, responded to three dichotomic answers about their inclusive education preparation perception and the Evaluation of Teachers’ Inclusion Readiness (CEFI-R) questionnaire, a 19-item tool composed of four dimensions: (1) conception of diversity, (2) methodology, (3) support, and (4) community participation. Pearson’s chi-square test was used to assess differences between the dichotomous questions and educational stage; Kruskal–Wallis was used to determine whether the educational stage conditioned the CEFI-R dimensions responses, and the Spearman rho was used to test the association between age groups and the CEFI-R dimensions. Statistical differences were found between secondary education and preschool education and primary education teachers in the dimensions (1) conception of diversity, (2) methodology, and (3) support. Significant differences in dimension (4) community participation between preschool education teachers and secondary and primary education teachers were found.

The study aims to investigate the attitude of students with postgraduate diplomas in teaching towards the teaching profession and its relationship with specialization, cumulative average, school quality, and school grade variables. The study sample consisted of 300 second-semester students enrolled in the educational training program for the academic year 2021-2022. Students Attitudes Scale towards the teaching profession was applied to identify the attitudes of the students. The results showed statistically significant differences in the attitudes of the students of the educational training program towards the teaching profession on account of the specialization and cumulative average variables. There were no statistically significant differences in the student's attitudes towards the teaching profession on account of the school grade variable in which the student was trained. The study concluded that various programs, training and activities are required to develop positive attitudes in students towards the teaching profession and to encourage them to adopt the teaching profession.

The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.

Background/purpose. During puberty, cognitive growth extends beyond basic reasoning and testing, enabling faster, more complex thinking. Abstract reasoning—understanding concepts through logic and symbols without relying on senses—is crucial, especially in academic settings. As literature affirms its role in problem-solving and decision-making, this study aims to assess the reasoning levels of preparatory students to inform and improve educational practices.Materials/methods. A descriptive approach was adopted to analyze this phenomenon as it appears in reality, aiming to provide a precise description of the characteristics of abstract reasoning ability. The study addressed the following key research questions: What is the level of abstract reasoning among preparatory stage students? How do gender, academic specialization, and school type influence this ability? The researcher used Mazloom’s (2015) Abstract Reasoning Test, based on Spearman’s (1927) theory, consisting of 61 multiple-choice items. The sample population consisted of 500 male and female preparatory students, stratified by sex and academic specialization, who were then selected through random sampling.Results. Analysis conducted on the abstract reasoning ability tests administered to the 500 preparatory students demonstrated a statistically significant difference between their mean score (38.078) and the hypothetical mean of 30.5, yielding a t-value of 16.829, which exceeds the critical value of 1.96 at α = 0.05 level of significance. This strongly affirms remarkable abstract reasoning ability in alignment with Spearman's (1904) perspective, arguing that such cognitive abilities facilitate streamlined problem solving, goal attainment, and overall academic functioning as heuristics propel achievement-oriented cognition.Conclusion. The study illustrates the impact of mental maturity, teaching approaches, and family engagement on students’ cognitive development within education systems firmly suggesting that policymakers should prioritize the pedagogical shift from rote memorization towards fostering advanced cognitive skill frameworks beyond mere recall to actively stimulate higherorder thinking skills as foundational principles underlying curriculum design are essential for fostering robust transformative pedagogies and strategies aimed at cultivating students' analytical, symbolic reasoning, and multifaceted problemsolving capabilities are crucial during early education stages.

Background Although artificial intelligence (AI) is increasingly shaping modern healthcare, its integration into dental education remains underexplored—particularly with regard to how students’ readiness and anxiety toward AI evolve throughout their academic progression. Existing studies primarily focus on medical cohorts, leaving a critical knowledge gap in understanding how dental students across different years perceive and adapt to these technological transformations. This study aims to address this gap by assessing both cognitive readiness and emotional responses to AI among current and future dental professionals. Methods A cross-sectional survey was conducted with 420 participants, including first- to fifth-year dental students and recent graduates, using purposive sampling. Two validated instruments were employed: the Medical Artificial Intelligence Readiness Scale and the Artificial Intelligence Anxiety Scale. Descriptive statistics and one-way ANOVA were used to analyze differences across academic year, gender, age, AI familiarity, and prior training experience. Results Significant differences in AI readiness were observed based on academic year, with second-year students demonstrating the highest readiness across subdomains (Cognition, Ability, Vision), while fifth-year students scored the lowest. Participants with prior AI-related knowledge or training consistently showed higher readiness and lower anxiety levels, although the reduction in anxiety was not always statistically significant. Gender-based analysis revealed that female participants reported higher AI anxiety in specific subdomains, including Learning and Surveillance, while overall readiness scores did not significantly differ by gender or age. Conclusion Findings emphasize the need for early, continuous, and practice-oriented AI education in dental curricula. Structured exposure to AI-related concepts not only enhances competence but may also reduce anxiety. Tailoring pedagogical approaches to different stages of training could foster a more balanced integration of AI in dentistry—addressing both technological proficiency and emotional resilience.

Teaching methods are pivotal to the success of educational systems, ensuring that students acquire the competencies embedded in the curriculum at every educational stage. This study presents a novel longitudinal analysis of teaching methods and their association with learning, perception, and development across Elementary, Secondary, and Post-Secondary education over the past 15 years. Using a large sample of 43,298 articles from the ERIC database, we applied correspondence analysis to reveal the temporal patterns and associations between teaching methods and educational stages. The analysis highlights a clear trend, with Active Learning emerging as a dominant methodology across all stages, reflecting a shift toward more student-centered approaches. The results underline the necessity for methodological reforms that prioritize active student engagement and participation. By offering a detailed mapping of the evolution of teaching methods, this study offers a descriptive mapping that may inform educators and policymakers to guide the implementation of more effective and adaptive educational practices, in order to achieve meaningful learning for students and a teaching practice that optimises the teaching and learning process.

Introduction. Inclusive education is one of the main objectives of the educational system toward achieving equal opportunities among students. To this end, teacher training plays an important role in the different educational stages. Objectives. To analyze the perceived readiness of teachers for inclusive education and to see the differences in primary and secondary education. Methods: A total of 961 active teachers from public schools, 53.3% Primary and 46.7% Secondary Education, were analyzed by means of a questionnaire on Teachers’ perceptions about their preparation for inclusive education and the CEFI-R instrument. Results. There are statistically significant differences between the two stages in the first questionnaire (question 1: p = 0.03; question 2: p < 0.01 and question 3: p < 0.01) and also, in 3 of the four CEFI-R dimensions, with the primary score being higher. Conclusions: This study shows that there is a large percentage of teachers who believe that their initial training is insufficient to deal with student diversity. In addition, most of them state that continuous training has helped them to improve inclusive education and that they would be willing to attend training courses on inclusion, although in secondary school, the predisposition is lower than in high school. On the other hand, teachers of both educational stages show a mostly favorable attitude according to the CEFI-R, being higher in primary than in secondary school. In this sense, the public administration has work to do.

Purpose This study aimed to examine the associations between guideline-concordant muscle-strengthening activity (MSA) and multiple factors, including anthropometric measures, demographic characteristics, behavioral patterns, and sociocultural influences, across different educational stages among Chinese school-aged children. Methods Utilizing data from the 2019 Shanghai Student Physical Fitness Index Survey, we analyzed a representative sample of 81,264 school children (aged 9–17 years; 49.6% female) and their parents. Participants reporting ≥ 3 days of MSA per week were classified as meeting the MSA recommendations. Student-reported measures included gender, grade level, MSA frequency, moderate-to-vigorous physical activity (MVPA), peer and parental support, and anthropometric data for BMI calculation. Parent-reported measures encompassed family income and parental MSA/MVPA participation. Binary logistic regression was employed to identify factors associated with meeting the MSA recommendations. Results The analysis revealed that 51.2% of Shanghai school children met MSA recommendations, but participation rates varied significantly by grade level. In the elementary school model, student MVPA (school days: OR = 1.77, 95% CI:1.74–1.81; weekends: OR = 1.84, 95% CI:1.76–1.93), parental MSA (OR = 1.14, 95% CI:1.11–1.16), peer support (OR = 1.07, 95% CI:1.06–1.09) and family income (30,0001–10,0000) (OR = 1.08, 95% CI:1.0-1.18) were significantly associated with guideline-concordant MSA, explaining 72.5% of the variance. The middle school model additionally identified parental support as a significant predictor (junior middle: OR = 1.01, 95% CI:1.00-1.01; junior high: OR = 1.02, 95% CI:1.01–1.02), accounting for 68.6% and 70.8% of the variance, respectively. Conclusions Our findings advance the understanding of MSA behavior among Chinese youth and its grade-specific determinants. The results suggest that effective interventions should adopt a multi-level approach, engaging not only the children themselves but also their parents and peers to promote healthier, more active lifestyles.