This study examines innovative teaching approaches’ effect on the quality of education for prospective primary teachers. A mixed-methods approach combining qualitative and quantitative data collection techniques was employed. Initially, the two data sets were analyzed separately—qualitative data through thematic analysis and quantitative data through statistical methods. The themes emerging from the qualitative analysis were then cross-referenced with the quantitative findings to evaluate whether the trends supported each other. For instance, if a qualitative theme indicated that teachers felt more confident using innovative methods, this was supported by quantitative data showing improvements in teacher performance scores or student outcomes. The study had 200 participants, and the study findings revealed a significant positive impact of innovative teaching approaches on the quality of education for future primary teachers. Participants reported increased engagement, improved critical thinking, and enhanced adaptability in classroom settings. The study findings reveal that innovative approaches significantly improve the quality of education for prospective primary teachers by fostering more interactive, technology-enhanced, and student-centered learning environments. To maintain these improvements, it is essential to invest in infrastructure, provide ongoing support for teacher educators, and continuously update curricula to reflect emerging educational technologies and practices. These findings emphasize the importance of innovation in teacher training to meet the evolving demands of primary education.

Research indicates a strong correlation between sociodemographic factors and success in learning to read. This study examines the sociodemographic characteristics of 1131 preschool and 1st-grade children in Portuguese public schools and explores the relationship between these characteristics and key competencies for reading acquisition. The collection included a sociodemographic questionnaire and pre-reading skills, such as letter-sound knowledge. To assess the relationship between the sociodemographic variables and the letter-sound knowledge, inter-subjects (parametric and non-parametric) difference tests were conducted, as well as correlation analyses. To understand whether letter-sound knowledge is predicted by sociodemographic variables, a multiple linear regression analysis was performed using the Enter method. The results suggest that the mother’s education is the variable that most strongly contributes to success in reading acquisition. Socioeconomic status and the type of school also play a role in reading achievement. Identifying the sociodemographic factors that most strongly correlate with reading acquisition success is crucial for a more accurate identification of at-risk children and to provide targeted support/inclusion in reading skills promotion projects.

This study fills a significant need in the literature by exploring the efficacy of wearable technologies as helpful aids for special needs students in Saudi Arabia. This 12-month quantitative study used a purposive sample of 150 kids representing a range of disability classifications. This study examines the effects of wearable technology, such as smartwatches and augmented reality goggles, on students’ concentration and performance in the classroom. Wearable technology offers great promise, as descriptive statistics show that the experimental group had better involvement and academic achievement. The experimental and control groups vary significantly in terms of academic performance and engagement, as shown by independent samples t-tests. Wearable technology’s distinct benefits are further shown by regression analysis, which shows a favorable correlation with academic achievement after the intervention. According to the results, wearable tech has great promise for inclusive education in Saudi Arabia. Strategic integration, teacher professional development, ongoing research, better accessibility, and wearable gadget customization are some of the suggestions. Stakeholders may use these recommendations as a road map to build a welcoming and technologically sophisticated classroom. This study adds to the growing body of knowledge on assistive technology, especially in Saudi Arabia, and has important implications for academics, politicians, and educators.

The menace of road traffic accidents (RTAs) has become a major constraint to development in most developing countries because of driving behaviour. This study examines the effects of road users’ education programmes on driving behaviour toward RTA reduction in Nigeria. Data for the study were collected by random sampling of 287 respondents. The respondents comprising road safety officers and drivers were selected at six (6) zonal headquarters of the Federal Road Safety Commission. The questionnaire presented seventeen (17) statements in a 5-point Likert scale for the respondents to rank in order of importance as they have influenced driving behaviour. The data collected were analysed using exploratory factor analysis to identify the most significant effects of road user education on driving behaviour. The study found that road user education programmes have influenced driving behaviour by improving bad driving acts, maintaining good vehicle conditions, and obeying road communication signs. The finding implies that appropriate driving behaviour will reduce road traffic accidents.

This study explores the determinants of control loss in eating behaviors, employing decision tree regression analysis on a sample of 558 participants. Guided by Self-Determination Theory, the findings highlight amotivation (β = 0.48, p < 0.001) and external regulation (β = 0.36, p < 0.01) as primary predictors of control loss, with introjected regulation also playing a significant role (β = 0.24, p < 0.05). Consistent with Self-Determination Theory, the results emphasize the critical role of autonomous motivation and its deficits in shaping self-regulation. Physical characteristics, such as age and weight, exhibited limited predictive power (β = 0.12, p = 0.08). The decision tree model demonstrated reliability in explaining eating behavior patterns, achieving an R² value of 0.39, with a standard deviation of 0.11. These results underline the importance of addressing motivational deficits in designing interventions aimed at improving self-regulation and promoting healthier eating behaviors.

In this paper, a study developed at the University of Seniors in Aragón is presented. The Sono-libro, used as an innovative resource, is assessed in the proposal with an educational and pedagogical purpose. The aim is to understand the motivational and learning perception variation after the incorporation of the Sono-libro in the sample. In this quantitative longitudinal design study, the listening habits of the participants are comparatively analyzed at two moments: The first data collection took place before the implementation of the proposal, and the second collection occurred after the proposal. The sample consists of 116 subjects, with 64.16% being women and an average age of 66 years of age. Data was obtained through a validated ad hoc questionnaire judged by experts. The results of the data collections showed an increase in both motivation and perception of the learning obtained, indicating the benefits of incorporating digital resources into contexts of adult students.