Innovation can be applied in every aspect of life. Similarly, innovation can support the implementation of an accountable education system and support regional competitiveness. Innovation is easy to echo, but difficult to implement. Especially with regard to the Education curriculum which is based on many teaching norms. For this reason, the independent curriculum is a bridge for students and teachers in pouring their innovative ideas through projects that link and match with the world of Education. The problem is that not all schools in Boyolali Regency dare to experiment. There are only 20 schools that seem to be making innovations from the total number of schools as many as ± 400 school units. Qualitative descriptive study method with analysis through problem trees. The result of the study is that an innovation model will be created three concepts, namely Training model, professional Development and Capability Development using problem-based learning methods, project-based learning and discovery learning.

This study focuses on the improvement strategy of information technology application ability of science education teachers and students under the background of informatization. Firstly, the current status of informatization of science education and the importance of the information technology application ability of teacher training students are analyzed. Subsequently, the promotion strategies were discussed, including curriculum design and implementation, teacher training and development, provision of practice environment and conditions, and construction of evaluation mechanisms. These strategies are expected to systematically improve the information technology application ability of teacher training students and provide effective support for the development of science education. However, these strategies also need to be tried and refined in practice to adapt to the development needs of information technology and science education.

This study aims to examine the evolution of the system of support sources in Hungary, focusing on the specific goals supporting higher education in the development programs Széchenyi 2020 (2014–2020) and Széchenyi Plan Plus (2021–2027). The study provides insights into development program evolution and changes, aiming to inform EU funding opportunities for Hungarian higher education institutions over a nearly 10-year period. By focusing on the operational programs that are the basis for the upcoming tenders, the study will display the target system of EU funds that can be utilized to bolster higher education institutions in Hungary. The study is based on document analysis, examining the Hungarian policy tools of the development programs and the operational program strategies of the ten-year time period from 2014 to 2024. By analyzing the support landscape for higher education institutions in Hungary, this study contributes to a better understanding of how the key objectives and criteria of strategic programs have evolved. It also examines the aspects and elements defined in two different development programs over the last ten years. The result of the study can contribute to anticipate the types of funding opportunities that may be available in the future and inform future decision-making processes.

This study used quantitative methods to examine the correlation between adaptive learning technology and cognitive flexibility in kids receiving special education. The study included a cohort of 120 kids, ages 8–12, who were diagnosed with particular learning difficulties, ADHD, or autism spectrum disorder. Cognitive flexibility was evaluated using the Wisconsin Card Sorting Test (WCST), while the utilization of adaptive learning technologies was quantified using self–report questionnaires. The data was analyzed using several statistical methods, such as independent samples t-tests, regression, Pearson correlation coefficients, ANOVA, and ANCOVA. The findings revealed a noteworthy and favorable correlation between the utilization of adaptive technology and the scores of cognitive flexibilities. This correlation remained significant even after accounting for demographic characteristics. Moreover, it was shown that the diagnostic status had a moderating effect on the correlation between the utilization of adaptive technology and cognitive flexibility. The results emphasize the capacity of adaptive learning technologies to improve cognitive flexibility abilities in kids with special needs, offering significant knowledge for educators, legislators, and technology developers.