Gamification is an active methodology of great value that, in a quality educational environment, provides students with the necessary motivation to participate in their teaching-learning process. An emerging active methodology, which is based on the use of information and communication technologies (ICT) and requires an educational space that guarantees greater flexibility in the pedagogical dynamics in favor of academic achievement. This increase in interest in active methodologies, and specifically in gamification, has raised doubts about whether current educational spaces are prepared to host a renewal in methodology or if, on the contrary, they could undermine the attitude of change. For this reason, this research seeks to analyze whether current educational spaces are facilitating elements for the incorporation of gamification in the classroom. The methodological cut of the research is quantitative, specifically in two phases. On the one hand, a descriptive analysis of the results is carried out, obtaining information on the trend of each item. On the other hand, an inferential analysis is carried out around different variables to verify their possible influence on the evaluations of the participants. The results obtained, in the sample made up of 210 teachers distributed in the different centers and who carry out their educational activity from 3rd to 6th grade of primary school, indicate that teachers believe it is relevant to take into account the educational space when incorporating active methodologies in class.

Sustainability and green campus initiatives are widely examined in developed countries but less attention has been paid in developing countries such as Pakistan. Therefore, this study intends to examine the links between sustainability dimensions and green campus initiatives by mediating role of teachers and students’ involvement. Green campus or sustainable campus or environment friendly campus is based on the principles of environmental sustainability, incorporating social, and economic and environmental dimensions. Questionnaire for assessment of sustainability was adopted and 529 responses were received from the faculty, management and servicing staff of the seven Mountain Universities of the Gilgit Baltistan and Azad Jammu and Kashmir in Northern Pakistan. Partial Least Square Structural Equation Modeling (PL-SEM) was used to analyse the data. The results indicated that energy conservation, water conservation, green transport, sustainable waste management have enhanced campus green initiatives. Teachers and students’ involvement partially mediate the relationship between green transport strategies, sustainable waste management and green campuses initiatives. While on another hand, teachers and students’ involvement have not mediated the links between energy conservation, water conservation and green campus initiatives. The study contributes to theory building in the area of green and environment friendly campus initiatives by enriching the understanding of the processes carrying the effect of sustainability dimensions and both teachers and students’ involvement.

Purpose: Kindergartens are an important educational environment for the development of children at an early age, and they also play a crucial role in developing the values of sustainable development. The purpose of this study is to investigate kindergarten teachers’ perceptions of observable and sustainable development practices. Design, methodology, approach: Semi-structured interviews were conducted with 302 Saudi kindergarten teachers. Additionally, observation cards were utilized to collect data on actual practices of sustainable development in kindergartens. Data were analyzed using Nvivo12, a qualitative data analysis software, and descriptive analysis methods. The main themes were produced first, and then the perspectives were organized around them. Finding: The impact of social and cultural factors on the development of values, the lack of resources available to implement educational activities, and teacher awareness and training gaps were found to be the main barriers to the development of sustainable development values in kindergartens. Originality, value: To the best of the author’s knowledge, this is the first study in Saudi Arabia that has looked into the environmental and social perceptions of early childhood teachers about sustainable development practices, so the study’s findings can highlight the importance of reorienting teacher education programs toward sustainability in order to bridge knowledge and practice gaps.

The COVID-19 epidemic has given rise to a new situation that requires the qualification and training of teachers to operate in educational crises. Amidst the pandemic, online training has emerged as the predominant approach for delivering teacher training. The COVID-19 pandemic has created potential opportunities and challenges for online training, which may have a long-lasting impact on online training procedures in the post-pandemic era. This study aims to determine the primary potential and constraints of online training as seen by instructors. The Technology Acceptance Model (TAM) identified online training opportunities and challenges by examining the to-be-applied behavioral intention variables that influence trainees. These variables include individual, system, social, and organizational factors. The study has applied the Phenomenological technique to address the research issues, using the Semi-structured interview tool to get a comprehensive knowledge of the online training phenomena amongst the pandemic. A total of seven participants were selected from a list of general education teachers at the Central Education Office of the Education Department in Bisha Governorate. These people were deliberately selected because of their high frequency of completing training sessions throughout the epidemic. A series of interviews was conducted with these participants. The findings indicated that the primary prospects included both equal opportunities and digital culture within the individual factors, enrollment in training programs and variation in training programs across organizational characteristics, the use of digital material and electronic archiving within the system variables, engaging in the exchange of personal experiences, providing constructive criticism, and fostering favorable communication within the realm of social factors. However, the primary obstacles included deficiencies in digital competencies, compatibility of trainees’ attributes, and dearth of desire as per individual factors, the temporal arrangement of training programs, as well as the lack of prior preparation and preparedness within the realm of organizational factors. Other challenges included the absence of trainer assessment, limited diversity of training exercises, and technological obstacles within the system factors, and ultimately the absence of engagement with the instructor, and lack of engagement with peers are within the social variable.

Academic integrity has been at the centre of the discussion of the adoption of Chat GPT by academics in their research. This study explored how academic integrity mitigates the desire to use ChatGPT in academic tasks by EFL Pre-service teachers, in consideration of the time factor, perceived peer influence, academic self-effectiveness, and self-esteem. The study utilized web-based questionnaires to elicit data from 300 EFL Pre-service teachers across educational fields drawn from different schools across the world. Analysis was conducted using relevant statistical measures to test the projected four hypotheses. The findings provide evidence in support of Hypothesis 1, with a statistically significant path coefficient (β) of 0.442, a t-value of 3.728, and a p-value of 0.000. The hypothesis acceptance implies that when academic integrity improves, the impact of the time-saving aspect of the use of ChatGPT Across educational fields study decreases. This suggests that EFL Pre-service teachers who have a firm dedication to academic honesty are less influenced by the tempting appeal of ChatGPT’s time-saving features, highlighting the ethical factors that influence their decision-making. The data also provide support for Hypothesis 2, indicating a substantial inverse relationship with a path coefficient (β) of 0.369, a t-value of 5.629, and a p-value of 0.001. These findings indicate that stronger adherence to academic integrity is linked to a diminished effect of colleagues on the choice to use ChatGPT in Academic tasks. The results suggest that a firm dedication to academic honesty serves as a protective barrier against exogenous pressures or influences from colleagues when it comes to embracing cutting-edge technology. However, in general, these findings revealed there was a negative association between academically related factors (e.g., time factor, sense of peer pressure, language study self-confidence, and academic language competence), as well as an attitude toward adoption of ChatGPT and commitment towards academic integrity.

Sustainable development (SD) is an approach that aims to meet the needs of the present generation without compromising the ability of future generations to meet their own needs. Education for sustainable development (ESD) is a key component in achieving this goal, as it equips young people with the knowledge, skills, and values needed to make sustainable decisions. This study investigated how preschool teachers in Saudi Arabia understood (SD) and the state of (ESD) practices. A survey was used to collect data from 230 Saudi preschool teachers. The findings revealed that 90% of teachers lacked awareness regarding SD. The overall evaluation of ESD practices among participants indicated a weak subpar status, with an average score of 2.49 out of 4. Notably, in ascending order, the following three dimensions had weak mean scores: the content aspect (2.38) had the lowest score, followed by the practice aspect (2.54) and the competencies aspect (2.58). Meanwhile, the values aspect (2.63) had an average outcome. Analysing the mean scores of ESD practices based on teachers’ qualifications and school types revealed significant differences, although no variations were observed based on experience. The primary obstacle to ESD implementation in pre-schools was the lack of awareness regarding SD/ESD. The study underscores the significance of expanding teacher training to promote ESD effectively in pre-school settings. The results highlight the need for professional development opportunities to improve ESD implementation in classrooms, educate Saudi preschool teachers about SD, and create instructional materials that align with the principles of ESD.