<abstract>
<title style='display:none'>Abstract</title>
With the increase in studies about artificial intelligence (AI) in the educational field, many scholars in the field believe that the role of teachers, school and leaders in education will change. In this regard, the purpose of this study is to examine what possible scenarios are there with the arrival of AI in education and what kind of implications it can reveal for future of schools. The research was designed as a phenomenological study, a qualitative research method, in which the opinions of participants from different sectors were examined. The results show that schools and teachers will have new products, benefits and also face drawbacks with the arrival of AI in education. The findings point out some suggestions for use of AI and prevention of possible problems. While participants generally seem to have positive perceptions towards AI, there are also certain drawbacks, especially highlighted by teachers and academicians, regarding the future of teaching. Lawyers and jurists tend to focus more on legal grounds for AI in education and future problems, while engineers see AI as a tool to bring quality and benefit for all in the education sector.
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Artificial Intelligence in Education and Schools

<abstract><title style='display:none'>Abstract</title> This article presents “Avanguardie Educative” (http://avanguardieeducative.indire.it/), a cultural movement founded to gather the most significant experiences of organizational and educational innovation in Italian schools and encourage transformation of the traditional lecture-based school model. With the aim of supporting an innovation process that has emerged from bottom -up reasoning, INDIRE (National Institute for Documentation, Innovation and Educational Research) and 22 founder member schools (advanced schools) have produced a manifesto based on seven pillars that inspired the “Gallery of 12 Ideas” -experiences of innovation re-elaborated by researchers based on experience gained in certain Italian schools, which, some time ago, began to gradually change the organization, school time and space for teaching in ways that would encourage pupils to take an active role in teaching -learning processes. The Avanguardie Educative movement currently includes 416 schools that are trying out the ideas, with support from the advanced schools and INDIRE, aided by a blended coaching process designed to build a professional community of practice.</abstract>

“Avanguardie Educative”: paths of innovation for schools

<abstract><title style='display:none'>Abstract</title>In recent years, social media use and its effects on mental health have been investigated many times. Mostly, studies focused less on the global health when addressing mental health. In this cluster analysis study, on a sample of 261 Turkish college students who were emerging adults, the associations between social media use and depression, sleep disturbance, and global health were tested. By using k-means cluster analysis, participants were divided into three groups: ordinary and none, mild, and severe social media users. The results indicated that male college students had higher social networking addiction than females. There was a significant and positive relationship between time spent on social media and depression and sleep disturbance. The results showed that mild level social media users differ statistically in global health and sleep disturbance from both ordinary/none and severe users. The results were similar with the previous published studies in different cultures and countries in the fields of mental health.</abstract>

Examining associations between social media use, depression, global health, and sleep disturbance among emerging adults

<abstract><title style='display:none'>Abstract</title> There are numerous pedagogues who look at new media with interest (Maragliano 2003; Rivoltella 2006;), paying attention also to the world of computer games and, particularly, to the so-called field of edutainment. The educational, cognitive and metacognitive implications of the sophisticated technology devices involved and their characteristics of creativity, socialisation, practicality and engagement, already recognised by experts in the field, qualify these devices to be considered interesting tools for playing and laboratory learning. They should be used to support the traditional didactic and educational activities in order to outline a new idea of laboratory and school.</abstract>

The pedagogical concept of laboratory and videogames: learning by having fun

<abstract><title style='display:none'>Abstract</title>This study presents a 13-year (2006–2018) systematic literature review related to the way that computational thinking (CT) has grown in elementary level education students (K-6) with the intention to: (a) present an overview of the educational context/setting where CT has been implemented, (b) identify the learning context that CT is used in education, (c) highlight the ways of assessment/measurement of CT and present the learning outcomes for students who engage in CT educational activities. A set of criteria were specified to select appropriate studies for inclusion in the review. A thorough search in ten large electronic databases, meeting the inclusion criteria, revealed 53 studies on CT in primary education. The results of the study revealed a variety of educational and learning contexts that CT has been integrated. The majority of studies use the framework of programming for both plugged and unplugged activities in order to cultivate students’ CT-skills, while the main interest focuses on the subject of Computer Science and STEM field in general. However, teaching and learning issues on CT-concepts and skills, CT-measurement and the adoption of an established definition of CT remain a challenge. Based on the current findings, some recommendations and implications for future research are provided.</abstract>

Computational thinking in primary education: a systematic literature review

<abstract><title style='display:none'>Abstract</title>Portfolios are often used in higher education for learning, promotion, assessment and appraisal. Thanks to technical developments in recent years, portfolios are increasingly digital rather than physical. E-portfolios provide a comprehensive way to document personal progress, to reflect on work activities, to support learning and to serve as a tool for feedback and evaluation. However, there has been very little research conducted on the use of e-portfolios for learning purposes in higher education. This paper focuses on the use of e-portfolios in teacher education. Six students in a master programme work with e-portfolios in the course of their practical vocational training. In a mixed-methods design, the students were interviewed about their experiences and the process of writing e-portfolios. In addition, a document analysis of the e-portfolio entries has been conducted in terms of content and structure. The findings of this study provide indications on how e-portfolios can be used effectively in teacher training and which promoting and inhibiting conditions students encounter.</abstract>

Opportunities and challenges of e-portfolios in teacher education. Lessons learnt

<abstract>
<title style='display:none'>Abstract</title>
Screen-mediated teaching at the university level has necessitated a redesign of learning environments across various dimensions, encompassing epistemological, relational, and pragmatic aspects. How can the Digital Learning Ecosystem nurture these dimensions? Does the ecosystem initiate a feedback loop between the teacher and the student, configured not only as an evaluative process but also as a reflective and adaptive one? The feedback loop holds a generative value; it triggers an internal process in the student, enabling them to construct knowledge about their ongoing activities and comprehend through their own evaluative acts. Students stand as the ultimate source of all feedback; they are the ones who ultimately generate it, and it is this process that catalyzes learning. Feedback strategies further promote alignment between the teacher and the student, fostering continuous redesign and co-design.
The paper aims to present a survey collecting students’ perceptions on the condition of separation between professors and students during distance learning and activation of the educational relationship and feedback through digital devices.
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Feedback strategies in distance education: a survey of university students

<abstract>
<title style='display:none'>Abstract</title>
This study examines the relationship between teachers’ inquiry-based teaching self-efficacy and computational thinking skills. The research was conducted in the survey model, which is the correlational model that reveals the relationship between two variables. The study sample comprised 369 teachers working in Gaziantep with different seniority and branches. Before the research, teachers were expected to receive a level of technology education that they could use in educational activities. The teachers who received technology training were given training on the computational thinking method. The conceptual states of computational thinking in education, the stages of computational thinking were given beforehand, and then, the teachers were expected to use the method with practical examples, where they could use their computational thinking skills. In this way, it was ensured that the teachers were aware of the computational thinking method and the target sample group was formed for this study. The data of the study were collected 1 month after this training. Data collection tools were the Inquiry-Based Teaching Self-efficacy scale and Computational Thinking Skills Scale. Correlation, regression, and multiple regression analyses were performed in the data analysis. Significant relationships were found between the scale’s subdimensions and total scores. When the relationship between the participants’ computing thinking skills scores and the inquiry-based teaching self-efficacy was examined, a moderate relationship was found between both variables.
</abstract>

Investigation of the relationship between teachers’ inquiry-based teaching self-efficiency for STEM+S and their computational thinking skills

Editorial: The year of AI in education

<abstract>
<title style='display:none'>Abstract</title>
Modern technology progresses at an incredibly fast pace. With personal computers, mobile phones, tablets, and the Internet, technology is used in all spheres, affecting our daily lives greatly. Educational games are also taking advantage of the technological process, for example, many useful apps are available for children. Gaming and educational opportunities have expanded because of the development of tablets and smartphones. Teachers have the opportunity to combine physical and electronic objects when creating education materials, so they are not confined to the use of traditional physical objects. Storytelling remains one of the oldest teaching methods for children: the development of technology has given impetus to the creation of tangible digital storytelling, which combines programs with physical objects, creating a single field for learning. Creating stories in which a child can interact with his/her peers has also provided new opportunities for inclusion and cooperation in young children. Indeed, the increased use of speakers, videos, pictures, and other tools that can help to quickly create and easily adapt objects for children with various backgrounds has fostered inclusive teaching. This paper will consider the evolution of the storytelling practice, focusing specifically on tangible digital storytelling and its benefits in young children.
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Tangible digital storytelling and phygital reality: benefits for inclusion and cooperation in young children

<abstract>
<title style='display:none'>Abstract</title>
The paper aims to reflect on the training of teachers in Italian lower and upper secondary schools by presenting the training activities carried out by the Pegaso Telematic University in the provision of the training course foreseen by Ministerial Decree 180/2022. The first training activities focused on the training of the course tutors, while the second focused on the feedback given to the teachers who followed the course, following the development of the competence assessment. The aim of this paper is to reflect on the replicability of the training actions presented and the lines of research that open up.
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Methodological-didactic teacher education in Italian secondary school and competence assessment1

<abstract>
<title style='display:none'>Abstract</title>
The present study aims to examine prospective history teachers’ process of using digital games to design history lessons and delivering the designed lessons in virtual classrooms. The study employed a design-based research model and was conducted with 31 participants selected based on the criterion sampling method. Data were collected through design documents, interview forms, and video recordings and were analyzed using descriptive and content analysis techniques. During the process, participants were able to design history lessons with digital games and deliver the designed lessons in virtual classrooms. Analysis of participants’ views on the process led to the emergence of the following themes: “The Problems Emerging in the Process,” “The Pedagogical Effects of the Process,” “The Technological Effects of the Process,” “The Effects of the Process on Reflective Thinking,” “The Effects of the Process on Participants’ Thoughts about Virtual Learning Settings,” and “The Effects of the Process on Participants’ Thoughts about the Researcher.” The study results show that despite some problems with the use of technology, the process had a positive effect on the participants. In this regard, future studies may be recommended to focus on prospective teachers’ competencies in using technology effectively when teaching lessons in virtual learning environments.
</abstract>

Using Digital Games to Teach History: A Design-Based Study

<abstract><title style='display:none'>Abstract</title> The purpose of this article is to highlight the state of the art of virtual reality, augmented reality, mixed reality technologies and their applications in formal education. We also present a selected list of case studies that prove the utility of these technologies in the context of formal education. Furthermore, as byproduct, the mentioned case studies show also that, although the industry is able to develop very advanced virtual environment technologies, their pedagogical implications are strongly related to a well-designed theoretical framework.</abstract>

Virtual realities and education

<abstract><title style='display:none'>Abstract</title>This article aims to reflect on the main variables that make social robotics efficient in an educational and rehabilitative intervention. Social robotics is based on imitation, and the study is designed for children affected by profound autism, aiming for the development of their social interactions. Existing research, at the national and international levels, shows how children with autism can interact more easily with a robotic companion rather than a human peer, considering its less complex and more predictable actions. This contribution also highlights how using robotic platforms helps in teaching children with autism basic social abilities, imitation, communication and interaction; this encourages them to transfer the learned abilities to human interactions with both adults and peers, through human–robot imitative modelling. The results of a pilot study conducted in a kindergarten school in the Liguria region are presented. The study included applying a robotic system, at first in a dyadic child–robot relation, then in a triadic one that also included another child, with the aim of eliciting social and imitative abilities in a child with profound autism.</abstract>

Social robotics to help children with autism in their interactions through imitation

<abstract>
<title style='display:none'>Abstract</title>
The spread of Covid-19 pandemic upturned higher education routines, inducing a shift to online learning which sometimes translated into a huge leap towards didactic experimentation. While exposing critical issues in existing teaching methodologies and assessment processes, such emergency distance education condition could spark meaningful educational innovation. This paper describes an international study engaging teachers of professionalizing courses in the educational area across the world (N=120). The aim was to investigate their perception of the induced distance education in terms of teaching methodology and assessment practices. Emerging findings indicate a silver lining in the midst of the pandemic storm, as teaching practices gear more towards being student-centred.
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The positive in the tragic: Covid pandemic as an impetus for change in teaching and assessment in higher education

<abstract><title style='display:none'>Abstract</title>This work analyses the use of artificial intelligence in education from an interdisciplinary point of view. New studies demonstrated that an AI can “deviate” and become potentially malicious, due to programmers’ biases, corrupted feeds or purposeful actions. Knowing the pervasive use of artificial intelligence systems, including in the educational environment, it seemed necessary to investigate when and how an AI in education could deviate. We started with an investigation of AI and the risks it poses, wondering if they could be applied also to educative AI. We then reviewed the increasing literature that deals with the use of technology in the classroom, and the criticism about it, referring to specific use cases. Finally, as a result, the authors formulate questions and suggestions for further research, to bridge conceptual gaps underlined by lack of research.</abstract>

A “psychopathic” Artificial Intelligence: the possible risks of a deviating AI in Education

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Research on Education and Media

 REM - Research on Education and Media is devoted to research on Education and Media in the broadest sense: Media Education, e-Learning, Education Technology, Teaching and Learning...

 REM - Research on Education and Media is devoted to research on Education and Media in the broadest sense: Media Education, e-Learning,...