Artificial intelligence (AI) has revolutionized various aspects of people's lives, yet its misuse poses risks to society. When introducing AI into K-12 education, the concept of AI for social good (AISG) is crucial, as it orients students toward the ethical application of AI. Based partially on the Theory of Planned Behavior (TPB), this study explored…

In primary education, adaptive learning technologies (ALTs) personalise tasks and provide teacher dashboards that visualise real-time student performance and progress. These dashboards can help teachers to provide targeted, real-time feedback based on the dashboard data, a practice known as dashboard-prompted feedback (DP-feedback). This study examined how teachers give different types of DP-feedback (task, process, metacognitive,…

This study explores how Grade 7 students experienced a student-directed inquiry for the first time in a Science and Technology course at girls’ school in Québec, Canada. Drawing on an exploratory case study design, we centred on students’ voices to understand their perspectives on student-directed inquiry and the competencies they felt they developed throughout the…

Varför är det så många som säger ”jag kan inte matte”? Det ska forskare ta reda på. Sex skolor i Lund ingår i en finsk studie om matematikundervisning.

Ny forskning visar att programmering är ett bra sätt att lära ut matematik till lågstadieelever. – Potentialen är större än jag först trodde, säger Anna Sjödahl, forskare vid Örebro universitet.

191 millioner er satt av til innkjøp av utstyr for å mer praktisk læring og lek fra 1-10. trinn. Dette er skoleforskernes anbefalinger.

This paper uses primary data to examine the socioeconomic attainment gap in number among pupils at the start of their first year of school. Previous research has largely relied on statutory assessment data, which is collected at the end of the first school year and currently distinguishes only between pupils meeting and not meeting the…

This review addresses the gap between available evidence-based self-regulation interventions and their limited adoption in mainstream primary classrooms. It examines how teachers currently support self-regulation development in students aged 4–11, identifying whether commercial programmes are being utilised or if teachers rely on informal strategies. (pdf)