Teaching Strategies, Artificial and Digital Technologies, and Science Education

In this issue, we focus on teaching strategies, artificial and digital technologies, science education, and several additional topics. We begin with seven articles on teaching strategies. The articles examine the effectiveness of action-oriented teaching, the key competencies crucial for effective teaching, perspectives on failure within higher education student experience, the complex and multifaceted aspects of teacher well-being during the COVID pandemic, a comparison of elementary school civic learning models in Indonesia and Finland, student research as a high-impact educational practice, and the relationship between reading literacy and critical thinking skills among vocational school learners. Then, we present six articles on artificial and digital technologies. The articles explore the use of AI technologies in Ukrainian higher educational institutions, the characteristics of integrated emerging technology frameworks and models and the pedagogical strategies they support, a pedagogical framework for integrating deep learning into information technology education programs, the effectiveness of interactive media and specific learning strategies, the effectiveness of science learning with games, and the effects of gamified learning management systems on learning outcomes and self-directed learning. We then share three articles on science education. They investigate the use of the engineering design process to enhance physics learning, the effectiveness of three science-based learning methods in closing the gap in scientific conceptual understanding between underachieving and high-achieving students, and perceptions of natural science teachers about the Indonesian National Assessment and how literacy is taught in vocational schools. Additional articles are presented on corpus linguistics, the development of motor skills in children with school-age Autism Spectrum Disorder, and a review of two admission criteria metrics for identifying strong teacher candidates. This issue includes a dialogue and commentary article on evidence-based education, concluding with two book reviews.