¿Pide resumen?
Cuartil/CONAHCyT
Disciplina
Revista
The Programme for International Student Assessment (PISA) is the most comprehensive assessment for evaluating the skills and knowledge of 15-year-old students worldwide. PISA is mainly an educational policy instrument that enables cross-country comparisons and guides educational policies. While PISA primarily assesses core competencies in reading, mathematics, and science, every cycle is complemented by an innovative domain that focuses on key 21st century competencies. The last PISA cycle included the assessment of creative thinking (OECD, 2024). Creative thinking was assessed in over 140,000 adolescents in more than 60 participating countries, linguistic communities and economies, representing the largest and most diverse data collection on adolescent creative thinking to date. A comprehensive report on the findings of this assessment cycle is now made available to the research community (OECD, 2024), together with its underlying data. Despite the immense potential of this unique data collection, secondary analyses of such large-scale assessment data require caution and complex methodological considerations. The challenges and potentials associated with this dataset are being discussed in an ongoing special issue of the Journal of Creative Behavior (Barbot & Kaufman, 2025), which includes a set of recommendations in terms of best practices for secondary analyses, along with commentaries on the main findings published by the OECD and perspectives for future research using the PISA data. Building on the recommendations emerging from this effort, the present special issue aims to compile empirical investigations of the PISA 2022 creative thinking data, with a specific focus on item-level analyses, in order to closely investigate what the administered creative thinking items within PISA truly capture. While the prior special issue is contributing to equip the field of creativity research to rigorously address broad research questions using the PISA 2022 data, it is essential to first scrutinize more closely the content and psychometric characteristics of the PISA creative thinking items. This scrutiny will enhance our understanding of the nature of creative thinking as assessed by PISA, identify potentially problematic items, and ultimately derive refined indicators of creative thinking for future secondary analyses. The focus of this special issue is thought to further arming the field before addressing more comprehensive research questions about creative thinking with the PISA data by accurately understanding the finer granularity of the assessment (e.g., in terms of content validity, psychometric properties, measurement invariance). By scrutinizing the PISA assessment of creative thinking from an empirical perspective at the item level, contributors to this special issue will help to identify strengths and weaknesses in the current measurement approach, possibly leading to improved future assessments and better-informed educational strategies. Scope and TopicsThis special issue invites empirical contributions that deepen our understanding of the PISA 2022 creative thinking items. Potential topics include, but are not limited to: Content Perspectives • Content validity analysis: Evaluating the extent to which PISA creative thinking items measure the broad construct of creative thinking. • Cultural variations in creative thinking: Explorations of how creative thinking manifests across different cultural contexts on an item-by-item basis. • Associations with external criteria variables: Investigations of differential relationships of creative thinking items with other variables assessed by PISA. • Educational policies: Investigations that consider different educational systems and how they might emphasize different aspects of creative thinking, differentially captured by the PISA creative thinking items.
Quality of life (QoL) is a multidimensional concept that embraces an individual's overall well-being across various domains, including physical and mental health, social relationships, and the aspects of inclusion or self-determination. For individuals with developmental disabilities, QoL holds particular significance as it not only mirrors their overall satisfaction with life but also serves as a crucial foundation for planning and delivering support strategies. These strategies aim to mitigate disability and promote the enhancement of the person's functioning and well-being, prioritizing what is truly important for them. This special issue of Research in Developmental Disabilities invites contributions that advance our understanding of QoL of people with developmental disabilities. We welcome submissions that explore a wide range of topics related to QoL in developmental disabilities, including: Measurement of QoL: New and innovative methods for measuring QoL in individuals with developmental disabilities, including those with intellectual and developmental disabilities. Factors influencing QoL: Factors that contribute to QoL in individuals with developmental disabilities, such as personal characteristics, environmental factors, and support services. Interventions to improve QoL: Descriptions and evaluation of interventions designed to improve QoL in individuals with developmental disabilities. Cultural and contextual factors: Exploration of the role of cultural and contextual factors in shaping QoL for individuals with developmental disabilities. Methodological issues: Methodological challenges in QoL research, such as the assessment of individuals who are unable or have difficulties in communication, the use of mixed methods, longitudinal studies, and measurement equivalence across different cultures.
Education for Sustainable Development (ESD) catalyzes the achievement of the sustainable development goals (SDGs) by aligning the curriculum with the SDGs. The SDG framework enables HEIs to incorporate broad, holistic and flexible approaches in curriculum planning and design. It is necessary to raise awareness in the global community to produce, adapt and apply knowledge about sustainability to global challenges. It is essential that higher education institutions (HEIs) explore how to incorporate sustainability principles into the university curriculum (Leal Filho et al., 2020). Furthermore, the full utilization of technical, organizational and pedagogical drivers in HEIs facilitates, supports and transforms pedagogical and instructional processes (Zhao et al., 2002). As the focal point of teaching and learning in HEIs, pedagogy involves analyzing various strategies and helping educators improve and innovate the art of teaching. Adopting multidisciplinary pedagogies enables students to develop sustainable knowledge and critical sustainability competencies, including anticipatory, normative, strategic, systems thinking, and interpersonal skills (Wiek et al., 2011). Higher education institutions (HEIs) can provide students with the knowledge, skills and attitudes necessary to become responsible and active citizens capable of addressing difficult sustainability issues (Abo-Khalil, 2024). The Higher Education Quality Assurance Agency (QAA) and the Higher Education Academy (HEA) collaborated to produce practical guidance notes for higher education providers on how to sustainably develop and improve students' knowledge, understanding and skills, taking into account the importance of ESD (QAA, 2014). Some countries have integrated sustainability education into their operations, research and teaching (Abo-Khalil, 2024). Studies have explored sustainability implementation methodologies for learning, stakeholder engagement and monitoring (Ramísio et al., 2019; Abo-Khalil, 2024), the challenges and opportunities of participatory pedagogies (Andersen and Ponti, 2024), and the characteristics, barriers and facilitators of ESD in HEIs (Vargas-Merino et al., 2024). This special issue calls for contributions on ways to improve the integration of ESD into higher education leadership, pedagogies and curriculum development to uncover critical implications for quality education (SDG 4).
There has been a notable rise in polarization across educational spaces internationally. We invite submissions exploring how student engagement fosters a sense of belonging and mitigates risks of radicalization and targeted violence. This call seeks studies that demonstrate how enhancing student connections in educational settings can build resilience against hate and extremism in support of democratic and socially cohesive societies. We welcome research on the role of active participation, particularly among marginalized, racialized, other-ed, and/or educationally displaced students. Join us in advancing the discourse on creating educational environments that promote belonging and prevent hate and violence.
Culture plays an important role in regulating emotions and influencing the spread of education, particularly in various geographic locations. However, the impact of culture on emotional dynamics within educational settings is not well understood. This is particularly important in contexts of social and cultural diversity, where schools must navigate cultural and majoritarian emotional dynamics. The goal of this Research Topic is to provide a comprehensive overview of the current state of the art in the field of emotional dynamics in education, with a particular focus on the ways in which culture mediates these dynamics. The topic will also explore the problems and solutions implemented in culturally diverse educational contexts, with a specific emphasis on school/family and community interaction. This research topic seeks to integrate experiences and contributions from various regions of the world to provide a comprehensive understanding of the role of culture in the regulation of emotions in educational dynamics. The ultimate goal is to promote culturally responsive practices and policies that foster the emotional well-being and academic success of all students. This collection of articles welcomes the submission of empirical research, original conceptual/theoretical work, systematic reviews and policy documents that address emotional dynamics in diverse cultural contexts of non-formal, formal and informal education. Specific topics of interest with a focus on "culture, education and emotion" that we will cover in this research include, but are not limited to: • Minorities; • Disabilities; • Migrant and non-migrant populations; • Educational centers at all levels (preschool, primary, secondary and university); • Art; • Language education, including language classes in schools; • Curriculum design; • Collective rituals; • Sexual and emotional education; • Environment; • Sports; • Applied neuroscience. Please note: An abstract must be submitted before any manuscript, and topic editors expect an abstract of around 350 words.
In a world in constant upheaval, faculty, staff, and students are not exempt from facing these challenges, but are tasked with staying informed, present, and proactively engaged to address them. We wrote this in the wake of Hurricane Helene, which closed Appalachian State University for several weeks, leaving faculty, staff, and students stranded and even in danger (Johncox, 2024). Hurricane Milton flooded the University of South Florida campus, and the university shared resources for employee assistance through its human resources office (University of South Florida, 2024). College campuses are also often the scene of protests, riots, and even deaths. The Kent State University massacre in May 1970 left four students dead at the hands of the Ohio National Guard. A Virginia Tech student killed 32 students in 2007. Campuses are often ideal spaces for free speech, but many states are implementing laws to limit free speech and professors are being fired for expressing their own opinions about global wars or current events.