From margins to mainstream: decolonizing science and promoting diversity for the future of STEM by Roksana Khalid, Isaiah J. Ting

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Nomophobia, phubbing, and deficient sleep patterns in college students by Margit Julia Guerra Ayala, Olga María Alegre de la Rosa, Maria Amparo del Pilar Chambi Catacora, Elizabeth Vargas Onofre, Edith Cari Checa, Débora Díaz Flores

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Performance in organic chemistry at either a four-year university or community college predicts academic performance in an accelerated school of pharmacy by Troy J. Smith, Jason Ross, Charles R. Breese, Melissa A. Burmeister

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The exercise of empathetic leadership at universities by Marcellus Forh Mbah, Sara Zara Milani, Iryna Kushnir

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Language-mixing in Content and Language Integrated Learning: benefit or burden? An auditory recall perspective by Thomas Caira, Mathieu Declerck, Esli Struys

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Co-producing a live fieldwork broadcast in the biosciences by Janine Maddison, Leah Ada Constantinou, Ellen Fletcher, Callum Turner, Richard Bevan, Sara Marsham

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Sustainable evidence-driven school improvement: routines and data use in Estonian schools by Katrin Rääk, Eve Eisenschmidt

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Approach to the anxiety and coping perceived of mathematics during the pandemic in higher level students in an environment rich in symbols by Enrique López-Ramírez, Nahina Dehesa-De-Gyves, Brenda García-Jarquín, Carlos Francisco Varapizuela-Sánchez, Iván Antonio García-Montalvo

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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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Do School Exclusions and Attainment Outcomes Disproportionately Impact Minority Ethnic Pupils? Analysis of Pupil Characteristics, Segregation, and Outcomes in England by Stephen Gorard, Nadia Siddiqui, Beng Huat See, Yiyang Gao

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Preventing tragedy: addressing suicides among China's standardized residency trainees by Wenjing Luo, Jialin Zhan, Yi Du

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Exploring feedback dynamics: an experimental analysis of human and computer feedback on motivation, engagement, and GRIT in secondary school students by Lizzy Heindl, Veronika Huber, Victoria Schuricht, David Wawrzinek, Ulrich Babl, Ulrich Babl, Guido Ellert

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Toward an adaptive learning assessment pathway by Mounia Machkour, Mohamed El Jihaoui, Latifa Lamalif, Sophia Faris, Khalifa Mansouri

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Evaluating hybrid teaching practices: a case study of staff and student experiences at City St George’s, University of London by Miranda Melcher, James Rutherford, Jane Secker, Rebecca Wells, Rachael-Anne Knight

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Development of the Grammar Learning Awareness Scale by Fazilet Taşdemir, Elif Atalay, Esra Ekinci Çelikpazu

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Amplifying children’s leadership roles and voice in decision-making through co-production in outside of school hours care: qualitative findings from the connect promote and protect... by Alyssa C. Milton, Alyssa C. Milton, Alyssa C. Milton, Kristin Ballesteros, Helen Hernandez, Yenni Hwang, Nick Glozier, Nick Glozier, Tom McClean, Haley M. LaMonica, Haley M. LaMonica, Karen Thorpe, Karen Thorpe, Ian B. Hickie, Ian B. Hickie

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Use of multimodal glosses in teaching English vocabulary for non-English specialised undergraduates in public university in Nepal by Pitambar Paudel

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Examining the effect of STEAM Maker Instruction (SMI) on socioemotional skills aptitude in multicultural and ethnically diverse undergraduate settings by Fujun Li

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The Power of Play: Investigating the Effects of Gamification on Motivation and Engagement in Physics Classroom by Marija Gaurina, Anna Alajbeg, Ivana Weber

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Vocabulary learning in EFL context: do primary school English Subject textbooks provide structured support? by John Misana Biseko

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