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There is a lack of clarity about what constitutes Science, Technology, Engineering, Arts and Mathematics (STEAM) education and what the arts contribute. In this paper the authors discuss a distinct model, theorised from a five-year study of a particular, innovative STEAM education project (The Imagineerium), and developed by the researchers through working with primary school teachers in England within a second project (Teach-Make). The paper examines how teachers implemented this model, the Trowsdale art-making model for education (the TAME), and reflected on its value and positive impact on their planning and pedagogy.

The paper draws on two studies: firstly, a five-year, mixed methods, participative study of The Imagineerium and secondly a participative and collaborative qualitative study of Teach-Make.

Study of The Imagineerium showed strong positive educational outcomes for pupils and an appetite from teachers to translate the approach to the classroom. The Teach-Make project showed that with a clear curriculum model (the TAME) and professional development to improve teachers' planning and active pedagogical skills, they could design and deliver “imagineerium-like” schemes of work in their classrooms. Teachers reported a positive impact on both their own approach to supporting learning, as well as pupil progression and enjoyment.

The paper argues that the TAME, a consolidation of research evidence from The Imagineerium and developed through Teach-Make, offers both a distinctive and effective model for STEAM and broader education, one that is accessible to, valued by and manageable for teachers.

This research study explores the perceptions of the importance and meaning of innovation in education by qualified teachers. The authors deliberately selected geography teachers for the research because the extraordinary dynamics of changes and innovations the teacher has to deal with are significantly reflected, particularly in geography teaching.

The main aim of the research was to determine geography teachers' views on the importance, role and meaning of innovation in teaching. The research group consisted of 12 qualified teachers, and a semistructured interview was chosen as the research method. The research was conducted over six months, from October 2020 to March 2021.

This research confirmed the interest in introducing innovations into teaching by the teachers interviewed. Teachers mainly think of innovation as new ways of teaching that aim to revive and make teaching more attractive, to increase the motivation of all actors in the learning process. While teachers with more ample teaching experience connect innovations mainly with presentations, education games, and excursions, teachers-beginners and teachers with shorter teaching experience understand innovations mainly as the application of new trends in education, such as research projects and working with GIS and digital technologies. The research confirmed that lectures supported by presentations are the most frequently used teaching method for explaining the geography curriculum in primary and secondary schools. Presentations in which teachers focus on linking relationships and explaining connections more deeply replace existing textbooks and teaching texts for most teachers interviewed.

The number and qualifications of the teachers involved in the research.

Teachers see the quality of the school environment and the education system as the significant barriers to providing better geography education. They often come to innovations through their own study and activities and feel a significant lack of available materials for the practical application of innovations in teaching. They also perceive the support for creation by state authorities and educational institutions as insufficient. Most teachers interviewed would welcome regular training courses and vocational education on the appropriate introduction and use of innovations in the classrooms in the form of practical examples and developed methodologies.

The selection of teachers for the research was deliberate and included active teachers of both genders working in primary and secondary schools. The selected teachers had varying teaching experiences and studied different combinations of teaching subjects with geography.

The objective of this paper is to study the efficacy of the ASPECTSS Design Index's concepts as drivers of design intervention for educational environments for students on the autism spectrum. Based on the seven principles of acoustics, spatial sequencing, escape spaces, compartmentalization, transitions, sensory zoning and safety, ASPECTSS formed the basis for a preliminary post-occupancy evaluation (POE) and survey of an existing school environment.

Concepts drawn from the review of other strategies for autism spectrum disorder (ASD) friendly design were integrated with the seven ASPECTSS principles to create a design framework and consequent design retro-fit for a Pre-K-12th grade public school for students on the autism spectrum. The following design interventions were proposed: colour-coding based navigation; acoustical treatments in key circulation spaces; introduction of transition alcoves; classroom reorganisation using compartmentalization principles and the introduction of escape spaces for de-escalation. Specifically, a classroom template of modules of ASPECTSS-compliant layouts was provided to all staff. The efficacy and impact of these interventions were assessed using a whole campus online staff survey with further probing using classroom observations and subsequent interviews.

The results show alignment between the implementation of the ASPECTSS informed design interventions and responses to nine of the Likert scale items were all significantly lower than the middle response, indicating a high degree of satisfaction from survey respondents. These questions and responses related to the colour scheme facilitating ease of navigation for visitors of the school, the acoustics of the building successfully mitigating sound magnification and subsequently student distractibility, the organisation of the classrooms enhancing learning and the de-escalation zones allowing improved management of disruptive behaviours in the classroom.

This study focuses primarily on the Autism ASPECTSS Design Index as a framework for assessing classroom efficacy. Other tools and frameworks may produce different insights. A single school site was studied. Validation of these findings in other school environments is necessary before generalising these strategies at scale. The use of qualitative tools, primarily teacher and staff surveys, provides one lens into the efficacy of these design strategies. Further research using measurable biometric indicators such as heart-rate and stress levels measured through wearable technology could provide a first step towards the triangulation of these findings.

These findings could help provide more standardised best practices for designing learning environments for autism, potentially providing supportive strategies with real impact on learning quality, skill development and knowledge acquisition in school environments. This could potentially have economic implications by supporting more efficient progress for autistic students through their school curriculum.

Similar to economic impact, if validated and generalised, these findings could help with sense of accomplishment, general mental health improvement, alleviation of family stress and potential reduction of stigma in the autism community.

There is a slowly emerging field of design guidance for autism schools, but very little empirical evidence on the measurable efficacy of these strategies. This research provides one type of such evidence, as measured by the perceived impact from the point of view of staff and teachers at the school.

Policy for women's entrepreneurship is designed to promote economic growth, not least in depleted rural areas, but very little is known about the contributions of rural women entrepreneurs, their needs or how the existing policy is received by them. Using a theoretical framework developed by Korsgaard et al. (2015), the authors analyse how rural women entrepreneurs contribute to rural development and discuss the implications for entrepreneurship policy. This paper aims to focus on the aforementioned objectives.

The authors interviewed 32 women entrepreneurs in rural Sweden representing the variety of businesses in which rural Swedish women are engaged. The authors analysed their contributions to rural development by analysing their motives, strategies and outcomes using Korsgaard et al.’s framework of “entrepreneurship in the rural” and “rural entrepreneurship” as a heuristic, interpretative device.

Irrespective of industry, the respondents were deeply embedded in family and local social structures. Their contributions were substantial, multidimensional and indispensable for rural viability, but the policy tended to bypass most women-owned businesses. Support in terms of business training, counselling and financing are important, but programmes especially for women tend to miss the mark, and so does rural development policy. More important for rural women entrepreneurs in Sweden is the provision of good public services, including for example, schools and social care, that make rural life possible.

Theoretically, the findings question the individualist and a-contextual focus of much entrepreneurship research, as well as the taken-for-granted work–family divide. How gender and how the public and the private are configured varies greatly between contexts and needs contextual assessment. Moreover, the results call for theorising place as an entrepreneurial actor.

Based on the findings, the authors advise future policymakers to gender mainstream entrepreneurship policy and to integrate entrepreneurship and rural development policy with family and welfare state policy.

The paper highlights how rural women respond to policy, and the results are contextualised, making it possible to compare them to other contexts. The authors widen the discussion on contributions beyond economic growth, and the authors show that policy for public and commercial services and infrastructure is indeed also policy for entrepreneurship.

This conceptual study investigates the adoption of education technology (EdTech) products among college students, focusing on identifying the key factors influencing the adoption process within educational institutions. Technology integration in education has rapidly gained prominence, with EdTech offering innovative solutions to enhance teaching and learning experiences. However, understanding the determinants that affect EdTech adoption remains critical for its successful implementation and impact. This paper aims (1) to identify the factors influencing the adoption of EdTech by college students (2) to create a conceptual model that shows the connections between the elements that lead to college students adopting EdTech.

The research employed a mixed-methods approach, combining qualitative data analysis and conceptual modeling to achieve the objectives. The underlying knowledge required to create a qualitative data gathering tool was obtained through a thorough literature analysis on innovation dissemination, educational psychology and technology adoption. College students, teachers and administrators participated in semi-structured interviews, focus groups and surveys to provide detailed perspectives on their attitudes about and experiences with EdTech. The Scopus and Web of Science databases are searched for relevant information in an organized manner in order to determine the factors influencing the adoption of EdTech. Second, an extended version of the technology adoption model is adopted to develop a qualitative data-based conceptual framework to analyze EdTech adoption in the Indian context.

Overall, by highlighting the critical components that emotionally influence college students' adoption of EdTech products in educational institutions, this course adds to the body of information already in existence. The conceptual framework model serves as a roadmap for educational stakeholders seeking to leverage EdTech effectively to enrich the learning environment and improve educational outcomes. By recognizing the significance of the identified factors, academic institutions can make informed decisions to foster a climate conducive to successful EdTech integration.

A comprehensive conceptual framework model was developed based on qualitative data analysis to illustrate the interrelationships between the identified factors influencing EdTech adoption. This model presents a valuable tool for educational institutions, policymakers and EdTech developers to comprehend the complex dynamics of implementing these technological solutions.

The findings of this study demonstrated a number of important variables that affect the uptake of EdTech products in educational settings. These factors encompassed technological infrastructure, ease of use, perceived usefulness, compatibility with existing academic practices, institutional support, financial constraints and individual attitudes towards technology. Additionally, the research explored the significance of institutional preparation for embracing technological advancements as well as the influence of socio-cultural elements.

To know the digital competence of rural teachers to carry out the tutoring process with members of the educational community through digital resources (teacher-student, teacher-families and teacher-teaching team). As specific objectives, gender, teaching specialties, interaction between gender*teaching speciality, and significant predictors were analysed.

The research was quantitative, with a non-experimental, cross-sectional, descriptive and inferential design.

The results showed an explorer-expert teacher, where the generalist teachers had a superior competence compared to the rest of the specialties. Gender and teaching speciality were significant predictors in the communication that the teacher has with all the agents involved, while the interaction of both predictors was only significant between the teacher-teaching team and teacher-families.

Another issue worth considering relates to the development of the classification tree for the use of digital resources in tutorial action. Due to lack of space, the proposal has focused on gender and particular subjects, but it would be interesting to focus on the dimensions of the instrument with regard to tutorial action with the different agents (students, teaching staff and families).

After reviewing the literature, the authors can conclude that very little quantitative research is focused on the level of self-perception of digital competence of teachers in rural schools. Furthermore, the teaching speciality of teachers has up until now hardly been taken into account as a variable that can determine the levels of digital competence. Not many studies have analysed the use of digital resources to communicate with the different members of the educational community.

360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining momentum and reducing educational cost, it has attracted the interest of the academic community. However, little is known about using 360-degree video in teacher education. The purpose of this study is to conduct a systematic scoping review through a systematic process based on 15 included studies to determine the characteristics, impacts, strengths and weaknesses of the 360-degree video applied to teacher education.

This study combines scoping and systematic review based on the PRISMA paradigm.

This paper explores that 360-degree videos are applicable to teacher education, specifically with their positive effects on pre-service teachers’ immersion, noticing, reflection and interpersonal competence. However, as for learners’ reactions, physical discomfort is reported, like motion sickness.

First, some recently published studies on the subjects were partially accessible, which precluded the authors from adding their findings to this study. Second, the sample of articles is constrained to the search and selection strategies described in the methods section, which increases the possibility that pertinent research may be omitted. Furthermore, this study’s summary of the selected research may be inadequate. Third, only English-language publications were included in this study. Future researchers can expand on this topic by gathering additional relevant empirical data from publications in other languages.

Practically, findings in this study reveal the positive effects of 360-degree video in teacher education. The results may help researchers and preservice teachers better understand 360-degree video and use it more frequently in teaching. Instructional video technologies have been found to have a nearly medium effect on learning effectiveness in educational practice from a broader perspective.

The findings in this study can shed light on future educational technology research on instructional video technologies and technology-enhanced teacher education.

The purpose of this paper is to examine FaceReader as a tool to compare the olfactory preferences of two selected countries. This paper examines the olfactory preferences of customers in the bakery department of a grocery store in the Slovak and the Spanish market.

The aim of this study is to examine subconscious/unconscious preferences in the selection of aromas suitable for the bakery department in the Slovak and the Spanish market. In this case, it is not a classical qualitative sensory testing of the perception of fragrances. The aim is to identify the associations of scents related to the selected sales department through images of the selected aromas. A special platform is used to obtain subconscious/unconscious feedback, which allows online collection of implicit feedback using the software FaceReader 7.

The authors noticed the different moods of the two groups of respondents when they answered the question about what they associate with the smell of bakery products. The Spanish respondents were slightly pleasantly disposed, while the Slovak respondents were slightly unpleasantly disposed. The smell of bakery products evoked more memories and emotions in the Spanish respondents than in the Slovak respondents, which can be explained by the higher pleasant mood. The main contribution of this work lies in the new opportunities to obtain feedback that can be used in marketing research and that rely not only on explicit but also implicit data. The extension of the methodological apparatus to implicit feedback presupposes some form of control of the data collected by the questionnaire. The use of biometric tools can represent an efficient alternative in terms of time and money to the use of neuroimaging tools in the selection/research of aromas for specific stores/departments.

It must be noted that the sample is small, and adequate conclusions cannot be made about entire population. Based on empirical findings and pandemic-related limitations, the authors plan to conduct similar research with real aroma samples and with even larger sample of tested respondents, considering weather, season, olfactory sensitivity (anosmia, hyposmia and normosmia) and participant fatigue (beginning and end of the week).

Today, marketers are facing the greatest challenge of how to attract consumers’ attention. Every individual has a different perception of the shopping environment based on his own experience, beliefs and attitudes. This is why new marketing techniques and approaches are becoming increasingly popular in the marketing environment.

El objetivo de esta investigación es examinar FaceReader como una herramienta para comparar las preferencias olfativas entre dos países. Concretamente, examinamos las preferencias olfativas de los clientes en el departamento de panadería de un supermercado en el mercado eslovaco y español.

El objetivo de este estudio es examinar las preferencias subconscientes/inconscientes en la selección de aromas adecuados para el departamento de panadería en el mercado eslovaco y español. En este caso, no se trata de una prueba sensorial cualitativa clásica de la percepción de fragancias. El objetivo es identificar las asociaciones de olores relacionados con el departamento de ventas seleccionado a través de imágenes de los aromas seleccionados. Se utiliza una plataforma especial para obtener comentarios subconscientes/inconscientes, que permite la recopilación en línea de comentarios implícitos utilizando el software FaceReader 7.

Observamos diferentes estados de ánimo de los dos grupos de encuestados cuando respondieron a la pregunta sobre qué asociaban con el olor de los productos de panadería. Los encuestados españoles estaban ligeramente más predispuestos hacia aromas más agradables, mientras que los encuestados eslovacos estaban ligeramente más predispuestos hacia aromas menos agradables. El olor de los productos de panadería evocó más recuerdos y emociones en los encuestados españoles que en los eslovacos, lo que puede explicarse por el estado de ánimo. La principal contribución de este trabajo radica en las nuevas oportunidades para obtener comentarios que pueden ser utilizados en investigaciones de marketing y que no solo se basan en datos explícitos, sino también implícitos. La ampliación del aparato metodológico para obtener comentarios implícitos presupone algún tipo de control de los datos recopilados mediante el cuestionario. El uso de herramientas biométricas puede representar una alternativa eficiente en términos de tiempo y dinero al uso de herramientas de neuroimagen en la selección/investigación de aromas para tiendas/departamentos específicos.

Debe tenerse en cuenta que la muestra utilizada es pequeña y no se pueden extrapolar conclusiones para toda la población. Basándonos en los resultados empíricos y con las limitaciones relacionadas con la pandemia, planeamos realizar una investigación similar con muestras de aroma reales y con una muestra aún más grande de encuestados, considerando el clima, la temporada, la sensibilidad olfativa (anosmia, hiposmia, normosmia) y la fatiga de los participantes (inicio y fin de semana).

Hoy en día, los profesionales del marketing se enfrentan al gran desafío de cómo atraer la atención de los consumidores. Cada individuo tiene una percepción diferente del entorno de compra basada en su propia experiencia, creencias y actitudes. Es por eso que las nuevas técnicas y enfoques de marketing se están volviendo cada vez más populares en el entorno del marketing.

本文旨在探讨FaceReader在比较斯洛伐克和西班牙两个国家的顾客嗅觉偏好方面的效用。我们以斯洛伐克和西班牙市场一家食品杂货店的面点部门顾客为研究对象, 考察其嗅觉偏好。

本研究的目标是探讨在斯洛伐克和西班牙市场选择适合面点部门的香气时潜在的/无意识的偏好。与传统的定性感官测试不同, 我们旨在通过选定香气的图像识别与选定销售部门相关的气味的联想, 并通过FaceReader 7软件在线收集隐性反馈。

我们观察到两组受访者在回答关于面点产品气味联想时的心境差异。西班牙受访者略带愉悦, 而斯洛伐克受访者略带不悦。西班牙受访者对面点产品的气味引起的记忆和情感更为丰富, 这可能是由更高愉悦心境所解释的。该研究的主要贡献在于提供了在营销研究中利用反馈的新机会, 该反馈不仅依赖于明确的数据, 还依赖于隐性数据。将方法学工具扩展到隐性反馈的前提是以某种形式对问卷收集的数据进行控制。在为特定商店/部门选择/研究香气方面, 相对于使用神经影像工具在时间和金钱方面的花费, 生物测定工具的使用可以作为高效替代。

由于本研究的样本量较小, 因此不能对整个人口做出充分的结论。基于经验发现和受到大流行病限制, 我们计划进行类似研究, 使用真实的香气样本, 并考虑更大规模的受试者样本, 同时考虑到天气、季节、嗅觉敏感度（嗅觉缺失、嗅觉减退、正常嗅觉）和参与者疲劳程度（周初和周末）对受试者的影响。

当今, 营销人员面临着吸引消费者注意的最大挑战。每个个体根据其自身经验、信仰和态度对购物环境有着不同的感知。因此, 在营销环境中, 新的营销技术和方法变得越来越受欢迎。

This research aims to explore digital feedback needs/preferences in online education during lockdown and the implications for post-pandemic education.

An empirical study approach was used to explore feedback needs and experiences from educational institutions in the Netherlands and Germany (N = 247) using a survey method.

The results showed that instruments supporting features for effortless interactivity are among the highly preferred options for giving/receiving feedback in online/hybrid classrooms, which are in addition also opted for post-pandemic education. The analysis also showed that, when communicating feedback digitally, more inclusive formats are preferred, e.g. informing learners about how they perform compared to peers. The increased need for comparative performance-oriented feedback, however, may affect students' goal orientations. In general, the results of this study suggest that while interactivity features of online instruments are key to ensuring social presence when using digital forms of feedback, balancing online with offline approaches should be recommended.

This research contributes to the gap in the scientific literature on feedback digitalization. Most of the existing research are in the domain of automated feedback generated by various learning environments, while literature on digital feedback in online classrooms, e.g. empirical studies on preferences for typology, formats and communication channels for digital feedback, to the best of the authors’ knowledge is largely lacking. The findings and recommendations of this study extend their relevance to post-pandemic education for which hybrid classroom is opted among the highly preferred formats by survey respondents.

School effectiveness has attracted some currency in educational research globally since the 1960s though such studies mostly point to the efforts of principal leadership as the basis for promoting effective schools. However, in the case of Ghana, there is a lack of research conducted in the area, and due to that, this study sought to explore internal public perspectives of what constitutes school effectiveness in the Colleges of Education in the Upper East Region of Ghana.

This study employed the convergent parallel mixed-method design otherwise called concurrent mixed-method design. The population for the study comprised second and third-year students, tutors and leadership of the colleges. In total, 308 respondents constituted the sample size. The breakdown is 257 students in all, 41 tutors and 10 leaders of the colleges. Two instruments, namely, an in-depth interview guide and a questionnaire were used to elicit responses to address the object of this study.

The study revealed that the characteristics of effective schools include the high academic performance of students and a good show of disciplined behavior by both students and staff in the colleges among others.

To the best of our knowledge, during the search for studies conducted on school effectiveness, there is no scientific study done in Ghana highlighting the attributes of effective educational institutions. Most of the studies conducted in the area of educational studies only focused on principal leadership, educational access, participation and equity at the level of pre-tertiary institutions.