Construction of a scale measuring primary teachers’ self-efficacy to teach STEAM: the STEAM-TSES by Ivana Stepanović Ilić, Francisco Peixoto, Milana Dabić Boričić, Marina Videnović, Jose Castro Silva, Nadia Ferreira, Vera Monteiro

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Promoting children’s wellbeing in an educational context by Linda Grīga

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L’intérêt de la DVP pour (re)donner du sens aux apprentissages by Olivier Blond-Rzewuski

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More marginalization, less career development? Linking marginalization profiles to decent work among rural teachers by Jiajian Wang, Biru Chang

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Reziliența rețelei școlare în România – dinamica structurilor spațiale ale școlilor primare rurale by Victoria Buza

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Les Temps d’Activités Périscolaires (TAP) : expérience scolaire et compétences transversales développées par les élèves by Gaelle Espinosa, Véronique Barthélemy, Benoit Dejaiffe

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Digitally assessing social–emotional skills in early school years: initial validation of a screening instrument by Andrea Kogler, Andrea Kogler, Barbara Gasteiger-Klicpera, Barbara Gasteiger-Klicpera, Katharina Prinz, Lisa Paleczek, Lisa Paleczek

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Implementation of Vygotsky's Theory of Social Constructivism in Learning Pancasila Education in Elementary Schools As Strengthening Cooperation Attitudes by Ressi Kartika Dewi, Munawir Yusuf, Subagya Subagya

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RETRACTED: A system for developing creative thinking skills of primary school students by teaching them how to compose a problem (using the example of grades 1-2) by Kasimov Fayzullo, Qosimova Mavluda, Sayfullayev G’ulom, Hakimova Mehriniso

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The Role of Active Breaks and Curriculum-Based Active Breaks in Enhancing Executive Functions and Math Performance, and in Reducing Math Anxiety in Primary School Children: A Systematic Review by Rosa Bellacicco, Francesca Capone, Clarissa Sorrentino, Valeria Di Martino

“…This systematic review investigates the characteristics and the relationships between active breaks (AB) and curriculum-based active breaks (CB) interventions on executive functions, attention, on-task behavior, performance in STEM, and math anxiety in primary school children. A database search, following the PRISMA 2020 guidelines, was conducted in March 2024, identifying 19 eligible studies for descriptive analysis and assessed for risk of bias. …”
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When Technology Meets Anxiety:The Moderating Role of AI Usage in the Relationship Between Social Anxiety, Learning Adaptability, and Behavioral Problems Among Chinese Primary School Students by Ma G, Tian S, Song Y, Chen Y, Shi H, Li J

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The training of teachers to work in rural schools in Siberia in late XIX–early XX centuries by O. V. Ishchenko

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Devenir professeur des écoles aujourd’hui : motivations, représentations, perspectives by André Pachod

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Evaluation of a 2-day First Aid Course Including Basic Resuscitation With 1,268 Primary School Children Aged 6–13 Years – A Multicenter Intervention Study

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Physical activity and mental well-being of adolescents: Lessons learned from the COVID-19 lockdown in Serbia by Višnja Đorđić, Miroslav Marković, Svetlana Mirčić Vukobrat, Anita Čikić

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The effectiveness of teaching human evolution to 14-15-year-olds in Slovenia by Jelka Strgar

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İLKÖĞRETİM DENETÇİLERİNİN ÖĞRENEN ORGANİZASYON YAKLAŞIMI AÇISINDAN DEĞERLENDİRİLMESİ by Ali Ünal, Musa Gürsel

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Parental involvement in home preparation – “COVID-19 or not, I still need to help my child” by Barbora Petrů Puhrová

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2019 ve 2024 İlkokul 1. Sınıf Türkçe Dersi Öğretim Programlarının Karşılaştırılması by Erol Duran, Burak Gürbüz

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Detection and Classification of Teacher-Rated Children’s Activity Levels Using Millimeter-Wave Radar and Machine Learning: A Pilot Study in a Real Primary School Environment by Tianyi Wang, Takuya Sakamoto, Yu Oshima, Itsuki Iwata, Masaya Kato, Haruto Kobayashi, Manabu Wakuta, Masako Myowa, Tokomo Nishimura, Atsushi Senju

“…The experiment involves a nine-day observational study, using two radar systems to monitor the activities of 14 children in a primary school. Radar data analysis involves the extraction of distinctive features for restlessness detection and classification. …”
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