Inclusion and Social Integration of Students with Educational Challenges: Perspectives of In-Service and Pre-Service Teachers and College Students

The increasing trend to mainstream students with educational challenges (SEC) has obligated mainstream teachers to develop different approaches to deal with heterogeneous classes. Previous research on in-service and pre-service teachers has shown that successful inclusion is correlated with positive attitudes towards inclusion, a high sense of self-efficacy, and minimal stigmatization of SEC. However, it remains unclear whether training programs for in-service and pre-service teachers can impact initial attitudes towards inclusive education. This study examined the different components of attitudes towards inclusion in three groups: in-service teachers, pre-service teachers, and college students enrolled in non-education majors. An online questionnaire was administered by a survey company to 489 participants: in-service teachers who had at least one SEC in their classes (n=196), pre-service teachers (n=143), and college students (n=150). The results showed that pre-service teachers had the most positive attitude towards inclusion of SEC, whereas in-service teachers had the most negative attitude. Attitudes towards inclusion were predicted by stigmatizing attitudes and self-efficacy. Stigmatizing attitudes were predicted by gender, religion, education, and self-efficacy. Thus, the main route to more inclusive and less prejudiced teachers may lie in strengthening teachers\u27 self-efficacy. These results have implications for training programs, which should focus on eliminating myths, strengthening the concept of inclusion throughout the entire program, and enhancing the expertise of in-service teachers

Cyberbullying and problematic internet use in adolescents with ADHD: exploring the relationship with moral disengagement and social skills

This study explored the relationships between cyberbullying, problematic Internet use (PIU), moral disengagement, and social skills among children with and without Attention-Deficit/Hyperactivity Disorder (ADHD) due to the scarcity of research in this domain. The sample comprised 3,021 children aged 9–18 (M = 13.74; SD = 3.09), categorized into two groups: 2,247 (74.4%) typically developed (TD) children and 774 (25.6%) diagnosed with ADHD. Participants completed eight questionnaires assessing the study’s variables. Results revealed that children with ADHD displayed higher Internet use, greater PIU, and increased susceptibility to cyberbullying compared to TD peers, alongside elevated moral disengagement and lower social skills. Across both groups, heightened moral disengagement correlated with increased cyberbullying and PIU, while stronger social skills predicted reduced victimization, perpetration, and lower PIU. Moral disengagement emerged as a key factor influencing cyberbullying and PIU in both groups. These findings highlight the heightened risks for children with ADHD and provide insight for developing tailored interventions to address these challenges

An international study of correlates of women's positive body image

Positive body image (PBI) has received attention in the recent research literature. Despite this, its role in daily functioning in different cultural contexts, particularly its potential relationship with academic outcomes, is still lacking. This study aimed to offer an international perspective on the association between PBI and body mass index (BMI), perceived academic achievement, and educational aspirations, as well as the mediating role of self-esteem. A cross-national study was conducted in eight European countries with a total of 2653 female university students. Participants completed an online survey measuring PBI (conceptualized as body appreciation), self-esteem, perceived academic achievement and aspirations, and body mass index (BMI). Results revealed differences in PBI between countries (low magnitude). PBI correlated negatively with BMI in all national groups (low-to-moderate magnitude). Mediation analysis showed that self-esteem mediated the association between PBI and academic variables. Findings from this study suggest that building students' self-esteem and PBI can be a suitable way to boost academic success

3D Virtual Learning Environments for working with young people. A handbook for Teen Educators

3D Virtual Learning Environments for working with young people. A handbook for Teen Educators. In this handbook we will examine what 3D virtual worlds are, what evolutionary steps led to their development, what makes them unique and what social impact they have? We will outline what makes 3D virtual worlds interesting for educators, in which ways they can be used for education and where 3D virtual worlds have strengths and limits are. The experiences come are derived from The ABV4Kids project. The ABV4Kids project built on the educational potential 3D VLEs offer. More than other online platforms they give their users a sense of real time involvement, promote new forms of social interaction and give them room for creative processes (cp. Carr, 2008; Salt et al., 2008) what makes them highly attractive for young people. The project explicitly aimed at involving young people in the planning, development and creation of the ABV and its events. Project Partners: Centre for Educational Research, University of Koblenz‐Landau (Germany); Infoart, Plodiv (Bulgaria); CINECA ‐ Consorzio Interuniversitario (Italy); Open University of Israel (Israel); The Pedagogical Academy in Łódź (Poland); Barnevakten ‐ Kids and Media (Norway); Actionwork Worldwide Limited (Great Britain).Piotr PlichtaCentre for Educational Research, University of Koblenz‐Landau (Germany); Infoart, Plodiv (Bulgaria); CINECA ‐ Consorzio Interuniversitario (Italy); Open University of Israel (Israel); The Pedagogical Academy in Łódź (Poland); Barnevakten ‐ Kids and Media (Norway); Actionwork Worldwide Limited (Great Britain)

A global study of the wellbeing of adolescent students during the COVID-19 2020 lockdown

As the COVID-19 (SARS-CoV-2) virus spread across the world, countries took drastic measures to counter the disease by requiring their citizens to home self-isolate i.e., lockdown. While it was not known how young people would cope with the social distancing restrictions, there was concern that the lockdown would have a debilitating effect on youth mental health. This study examined whether there was an association between adolescent subjective wellbeing and the amount of time spent in lockdown. Global Research Alliance researchers in 15 countries collected data using the Mental Health Continuum (Keyes in Am J Orthopsych 76:395–402, 2006) from over 7000 middle-school students aged 11–18. Findings show a decline in eudemonic wellbeing, particularly among females during the first 6 months of lockdown, which was most strongly associated with diminished psychological wellbeing, followed by social wellbeing, while emotional wellbeing remained relatively stable. An adaptation effect was noted after approximately 6 months. There was evidence suggesting females were slower to adapt to lockdown conditions compared to males. More attention should be paid to the wellbeing of students in lockdown to overcome languishing tendencies and educators should be cognizant of diminished student wellbeing, particularly among females, when students return to school. Positive school experiences, and positive relationships within the school community, may assist in reducing the risk of languishing in lockdown conditions, so schools should design interactive online activities for off-campus learning

An International Study of Correlates of Women's Positive Body Image

Positive body image (PBI) has received attention in the recent research literature. Despite this, its role in daily functioning in different cultural contexts, particularly its potential relationship with academic outcomes, is still lacking. This study aimed to offer an international perspective on the association between PBI and body mass index (BMI), perceived academic achievement, and educational aspirations, as well as the mediating role of self-esteem. A cross-national study was conducted in eight European countries with a total of 2653 female university students. Participants completed an online survey measuring PBI (conceptualized as body appreciation), self-esteem, perceived academic achievement and aspirations, and body mass index (BMI). Results revealed differences in PBI between countries (low magnitude). PBI correlated negatively with BMI in all national groups (low-to-moderate magnitude). Mediation analysis showed that self-esteem mediated the association between PBI and academic variables. Findings from this study suggest that building students' self-esteem and PBI can be a suitable way to boost academic success

"Dreaming in colour’: disabled higher education students’ perspectives on improving design practices that would enable them to benefit from their use of technologies"

The focus of this paper is the design of technology products and services for disabled students in higher education. It analyses the perspectives of disabled students studying in the US, the UK, Germany, Israel and Canada, regarding their experiences of using technologies to support their learning. The students shared how the functionality of the technologies supported them to study and enabled them to achieve their academic potential. Despite these positive outcomes, the students also reported difficulties associated with: i) the design of the technologies, ii) a lack of technology know-how and iii) a lack of social capital. When identifying potential solutions to these difficulties the disabled students imagined both preferable and possible futures where faculty, higher education institutions, researchers and technology companies are challenged to push the boundaries of their current design practices

Higher education students’ perceptions of ChatGPT: A global study of early reactions

© 2025 Ravšelj et al.The paper presents the most comprehensive and large-scale global study to date on how higher education students perceived the use of ChatGPT in early 2024. With a sample of 23,218 students from 109 countries and territories, the study reveals that students primarily used ChatGPT for brainstorming, summarizing texts, and finding research articles, with a few using it for professional and creative writing. They found it useful for simplifying complex information and summarizing content, but less reliable for providing information and supporting classroom learning, though some considered its information clearer than that from peers and teachers. Moreover, students agreed on the need for AI regulations at all levels due to concerns about ChatGPT promoting cheating, plagiarism, and social isolation. However, they believed ChatGPT could potentially enhance their access to knowledge and improve their learning experience, study efficiency, and chances of achieving good grades. While ChatGPT was perceived as effective in potentially improving AI literacy, digital communication, and content creation skills, it was less useful for interpersonal communication, decision-making, numeracy, native language proficiency, and the development of critical thinking skills. Students also felt that ChatGPT would boost demand for AI-related skills and facilitate remote work without significantly impacting unemployment. Emotionally, students mostly felt positive using ChatGPT, with curiosity and calmness being the most common emotions. Further examinations reveal variations in students’ perceptions across different socio-demographic and geographic factors, with key factors influencing students’ use of ChatGPT also being identified. Higher education institutions’ managers and teachers may benefit from these findings while formulating the curricula and instructions/regulations for ChatGPT use, as well as when designing the teaching methods and assessment tools. Moreover, policymakers may also consider the findings when formulating strategies for secondary and higher education system development, especially in light of changing labor market needs and related digital skills development.The authors acknowledge the financial support from the Slovenian Research and Innovation Agency (research core funding No. P5-0093 and project No. Z5-4569)