Relevant bibliographies by topics / Educational Institute of Scotland

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational Institute of Scotland'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2025

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Journal articles on the topic "Educational Institute of Scotland"

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Brett, Caroline E., Martin Lawn, Ian J. Deary, and David J. Bartholomew. "William Boyd and the Research Committee of the Educational Institute of Scotland in the 1920s." History & Philosophy of Psychology 12, no. 2 (2010): 49–54. http://dx.doi.org/10.53841/bpshpp.2010.12.2.49.

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This paper discusses evidence for a unique vision to involve teachers in educational research in Scotland by the Educational Institute of Scotland in the 1920s through the work of its Research Committee. Led by William Boyd, the Committee thought that involvement in research was a crucial stepping stone towards achieving professional status for teachers. They conducted a number of detailed investigations involving teachers, thereby introducing research into the consciousness of teachers and paving the way for Scotland to make significant contributions to educational research on the internation
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Martin, Denise, and Andrew Wooff. "Treading the Front-Line: Tartanization and Police–Academic Partnerships." Policing: A Journal of Policy and Practice 14, no. 2 (2018): 325–36. http://dx.doi.org/10.1093/police/pay065.

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Abstract Recognized as an International Leader in the development of Police Academic Collaborations, the Scottish Institute of Police Research has had a key role in contributing to evidence-based approaches in policing, supporting a strategic approach to innovation, as well as, contributing to education, professional development, and organizational learning. The aim of this article is to examine the particular relevance of this partnership in shaping both the recent professionalization and educational agenda of policing in Scotland. It will critically explore these collaborative efforts, parti
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Veldon, Emma. "An evaluation of a peer support model to support the wellbeing of Educational Psychologists (EPs) within one Scottish Local Authority (LA)." Educational Psychology in Scotland 24, no. 1 (2024): 46–51. https://doi.org/10.53841/bpsepis.2024.24.1.46.

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The impact of the changing context in education has been documented to have exacerbated wellbeing concerns within the Educational Psychology (EP) profession. The lasting effects of Covid-19, alongside rising numbers of pupils with additional support needs (ASN) and wider social and economic factors have led to a strain on EP services (McGovern et al., 2024; West Partnership, 2021). This has resulted in EPs experiencing stressful working conditions (Educational Institute of Scotland, 2023) and challenges in managing casework (McGovern et al., 2024). As highlighted in the Standards of Proficienc
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Kearney, Maura, and Kate Watson. "Applying universal psychology within local authorities (workshop presented at SDEP/ASPEP Annual Conference, 2012, Heriot-Watt University)." Educational Psychology in Scotland 14, no. 1 (2013): 5–6. http://dx.doi.org/10.53841/bpsepis.2013.14.1.5.

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Glasgow City Council and Inverclyde Council have embarked on a cross-authority research project which is funded by the NHS and implemented and evaluated by the University of Liverpool. This has entailed both educational psychology services facilitating a whole authority input – involving all secondary schools as either intervention or control groups – by linking with Education Directorate colleagues, partners within the Alcohol and Drug Partnership (ADP), and head teachers and teachers who deliver the Personal and Social Education (PSE) curriculum (in some cases pastoral care or guidance).The
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Harker, Sophie, Bethany Howell, John Niven, and Jenny Thorne. "The effectiveness of nurturing approaches on primary-aged children in the UK: A systematic review." Educational Psychology in Scotland 20, no. 1 (2020): 24–39. http://dx.doi.org/10.53841/bpsepis.2020.20.1.24.

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Nurturing approaches (NA) derived from the need to support children’s social, emotional and behavioural development and their ability to build secure relationships with others (Boxall, 2002). This systematic review follows Hughes and Schlösser’s (2014) review of the effectiveness of nurture groups (NGs). The purpose was two-fold: To assess whether the issues highlighted by Hughes and Schlösser (2014) have been addressed; and to evaluate the quality of evidence supporting the implementation of NAs in primary schools across Scotland. Both NGs and whole-school nurture were included, reflecting cu
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Martzoukou, Konstantina, and Simon Burnett. "Exploring the everyday life information needs and the socio-cultural adaptation barriers of Syrian refugees in Scotland." Journal of Documentation 74, no. 5 (2018): 1104–32. http://dx.doi.org/10.1108/jd-10-2017-0142.

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Purpose This paper presents the research findings of the “Syrian New Scots’ Information Literacy Way-finding practices” research project, funded by the Information Literacy Group of the Chartered Institute of Library and Information Professionals. The purpose of this paper is to explore the information needs of “Syrian New Scots” (the preferred name for refugees in Scotland), their habitual and adaptive information literacy practices and the barriers and enablers they encounter within their new socio-cultural setting via their interactions with people, tools and processes. Design/methodology/a
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Smith, John T. "The Priest and the Elementary School in the Second Half of the Nineteenth Century." Recusant History 25, no. 3 (2001): 530–42. http://dx.doi.org/10.1017/s003419320003034x.

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The Report of a Select Committee in 1835 gave the total of Catholic day schools in England as only 86, with the total for Scotland being 20. Catholic children had few opportunities for day school education. HMI Baptist Noel reported in 1840: ‘very few Protestant Dissenters and scarcely any Roman Catholics send their children to these [National] schools; which is little to be wondered at, since they conscientiously object to the repetition of the Church catechism, which is usually enforced upon all the scholars. Multitudes of Roman Catholic children, for whom some provision should be made, are
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Sárközi, Gabriella. "Magyarországi diákok az angol és skót egyetemeken (1789-1914)." Acta Papensia 7, no. 1-2 (2007): 101–20. http://dx.doi.org/10.55954/ap.2007.1-2.101.

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The topic of my research is the Hungarian students at the universities of England and Scotland in the modem age (1789-1914). In this topic, prof. emer. George Gömöri carried on research-work on Hungarian students in England and Scotland (16—17th century) and there are other researchers and historians who are concerned with making scientific investigations on H ungarian and Transylvanian students abroad like Richard Hörcsik and Agnes Simovits. Moreover, regarding to the Transylvanian Unitarians: Elisabeth Zsakó and Andrew Kovács have to be mentioned. My research includes the studies of students
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Jamieson, B. G. "Agricultural research in the United Kingdom. Present structures of the Agricultural and Food Research Council." Journal of Agricultural Science 113, no. 2 (1989): 127–30. http://dx.doi.org/10.1017/s0021859600086676.

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There have been considerable changes during the last ten years in the ways in which agricultural research is organized in many countries. These changes are of interest to our readers and for this reason the Editors have invited the Agricultural and Food Research Council of the United Kingdom to explain present structures within that organization. The Agricultural and Food Research Council receives funds for research directly from the Department of Education and Science (c. £54 million per year) and through commissions from the Ministry of Agriculture, Fisheries and Food (c. £44 million) as wel
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Alexandrou, Alex. "A learning odyssey: the trials, tribulations and successes of the Educational Institute of Scotland’s further education and teacher learning representatives." Research in Post-Compulsory Education 20, no. 1 (2015): 113–26. http://dx.doi.org/10.1080/13596748.2015.993883.

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Dissertations / Theses on the topic "Educational Institute of Scotland"

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Alexandrou, Alexandros. "Educational institute of Scotland's learning representatives scheme : a case study." Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444525.

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Boag, Brian T. "The role of the programme team in the implementation of policy at institutional level : a case study in the UHI Millennium Institute." Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/3027.

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This thesis reports an insider case study conducted by an active participant in the setting which is the UHI Millennium Institute. UHI is a federal, collegial partnership of 13 academic partner colleges. This partnership is made up of Further Education Colleges and smaller and specialised institutions. The case study focuses on one programme team, the BA Social Sciences team and at its role in the implementation of the institutional learning and teaching policy and its related strategies. The case study uses literature on policy implementation and of Further/Higher Education links. It makes us
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Krasniuk, S. "Educational traditions of Scotland." Thesis, КНУТД, 2017. https://er.knutd.edu.ua/handle/123456789/6586.

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Denecker, Gregory J. Denecker. "The Effectiveness of the Ohio School Leadership Institute." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1461926681.

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Mijers, Esther. "Scotland and the United Provinces, c. 1680-1730 : a study in intellectual and educational relations." Thesis, University of St Andrews, 2002. http://hdl.handle.net/10023/2764.

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This thesis looks at some of the intellectual and educational relations between Scotland and the Netherlands in the period 1680-1730. Although the importance of such an exchange has been a long acknowledged fact, an overview has hitherto been lacking. By charting the extent and the nature of the Scottish student community at the four main universities in the United Provinces - Leiden, Franeker, Groningen and Utrecht - the thesis aims to provide as full a picture of the Scots' experience of Dutch education as the available resources will allow. At the same time, it re-examines the well-known id
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Sidiropoulou, Panagiota. "Moral and other educational significance of the arts in philosophy and recent Scottish educational policy." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5836.

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The immense value of the arts has long been recognized by diverse cultures and such recognition has mostly guaranteed their inclusion in educational and school curricula the world over. The arts are considered valuable for numerous reasons, but their inclusion depends on particular interpretations of their merits that may sometimes have failed to realise their full or real potential. Although some ways of valuing the arts date back to antiquity, debates about the value of arts certainly deserve no less consideration in the modern context. Plato was sceptical about the moral value of the arts a
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MACEDO, ROBERTA DE BARROS DO REGO. "THE INSTITUTE FOR EDUCATIONAL RESEARCH IN THE FEDERAL DISTRICT DURING THE 1930S." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23908@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE EXCELENCIA ACADEMICA<br>Trata-se de uma pesquisa que tem como objetivo estudar o Instituto de Pesquisas Educacionais (IPE), do Departamento de Educação do Rio de Janeiro, na década de 1930. Com o apoio do prefeito Pedro Ernesto, Anísio Teixeira desenvolveu uma política de reformulação da educação, no Rio de Janeiro, que teve como uma das referências um conjunto de iniciativas o IPE. No período, o projeto de muitos intelectuais que fomentavam os debates educacionais
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Hamilton, Lorna C. "Constructions of higher ability in two maintained and two independent schools." Thesis, University of Stirling, 2001. http://hdl.handle.net/1893/2610.

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This research is an exploration of constructions of ability, especially 'greater ability' within four Maintained and Independent case study schools in Scotland, from a variety of group perspectives. It seeks to illuminate the commonalties and differences between and within schools in individuals' implicit theories of ability and explores the possible implications of such constructs. An analysis of policy and political debate provided the starting point for this research. This led into the empirical work in four case study schools. Data were gathered from semi structured interviews with headtea
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Cuttance, Peter. "The effectiveness of schooling : variation in attainment among schools and among educational sectors." Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/18813.

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Davidson, Julie Elaine, and n/a. "Schools for the people? : church, state, and educational control in Scotland to 1872." University of Otago. School of Social Science, 2004. http://adt.otago.ac.nz/public/adt-NZDU20051020.182314.

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This thesis is concerned with the changing face of educational provision in nineteenth-century Scotland. In particular, it examines the reasons behind the Church of Scotland�s loss of official authority over schooling in 1872. From the time of the Reformation, the Church had been empowered to supervise all education in Scotland, to play the major role in the appointment of teachers, and to ensure that landowners assumed their responsibilities in the placing of a school in every parish. However, this authority had never operated straightforwardly, and in 1803 an Education Act transferred signif
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Books on the topic "Educational Institute of Scotland"

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Davies, Mary. Housing work, housing workers and education and training for the housing service: A report to the Institute of Housing covering local authorities in England, Scotland and Wales except inner London boroughs and housing associations in England, Scotland and Wales. University of Birmingham, 1987.

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Tecnology, Open University Institute of Educational. Institute of Educational Technology. Open University, 1995.

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International Institute for Educational Planning. The International Institute for Educational Planning. Unesco, 1986.

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Richard, Teese, and Organisation for Economic Co-operation and Development., eds. Quality and equity of schooling in Scotland. OECD, 2007.

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Jim, Crowther, Martin, Ian, lecturer in education., Shaw Mae, and National Institute of Adult Continuing Education (England and Wales), eds. Renewing democracy in Scotland: [an educational source book]. NIACE, 2003.

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Jordan, Rita. Educational provision for children with autism in Scotland. School of Education, University of Birmingham, 1996.

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Great Britain. Scottish Office Education and Industry Department. Special Educational Needs Policy Unit., ed. Special educational needs in Scotland: A discussion paper. Scottish Office, 1997.

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National Heart, Lung, and Blood Institute. Office of Prevention, Education, and Control. Educational materials catalog. U.S. Dept. of Health and Human Services, Public Health Service, National Institutes of Health, National Heart, Lung, and Blood Institute, Office of Prevention, Education, and Control, 1997.

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National Heart, Lung, and Blood Institute. Office of Prevention, Education, and Control. Educational materials catalog. U.S. Dept. of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute, Office of Prevention, Education, and Control, 2004.

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National Heart, Lung, and Blood Institute. Office of Prevention, Education, and Control. Educational materials catalog. U.S. Dept. of Health and Human Services, Public Health Service, National Institutes of Health, National Heart, Lung, and Blood Institute, Office of Prevention, Education, and Control, 2001.

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Book chapters on the topic "Educational Institute of Scotland"

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Mitchell, James. "Educational Administration." In Governing Scotland. Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230800045_4.

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Scotland, James. "The Educational System." In The Future of Scotland. Routledge, 2021. http://dx.doi.org/10.4324/9781003207498-7.

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Bruce, Tina, Kevin Brehony, Louie Werth, and Suzanne Flannery Quinn. "The Froebel Educational Institute." In The Routledge International Handbook of Froebel and Early Childhood Practice. Routledge, 2018. http://dx.doi.org/10.4324/9781315562421-36.

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Hamilton, Tom. "Scotland: The Scottish School System." In Educational Authorities and the Schools. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38759-4_11.

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Hougaz, Laura. "Greg Quigley: Jazz Music Institute." In Entrepreneurs Creating Educational Innovation. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28655-2_8.

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Cox, Sarah. "Supporting Refugee Families in Scotland Through an Ecological, Multilingual Approach to Language Learning." In Educational Linguistics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79237-4_9.

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Hougaz, Laura. "Leanne Whitehouse: Whitehouse Institute of Design, Australia." In Entrepreneurs Creating Educational Innovation. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28655-2_9.

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Tsethlikai, Kenric. "Integrating Business and Foreign Languages: The Lauder Institute and Advanced Language Education." In Educational Linguistics. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9159-5_7.

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Armengot, Sara. "Language Programs at Rochester Institute of Technology: A Successful Recent Initiative (2018-Present)." In Educational Linguistics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-43654-3_28.

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McCulloch, Gary, and Steven Cowan. "The Institute of Education London." In A Social History of Educational Studies and Research. Routledge, 2017. http://dx.doi.org/10.4324/9781315708775-3.

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Conference papers on the topic "Educational Institute of Scotland"

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Montes, Viviana Monterroza. "Educational Trends in 21st Century Education." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11024991.

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Waiker, Vinod, Sanket Shrinath, Asfar H. Siddiqui, Dilip Wankhede, and Vijendra Shahu. "Lean Model for Improving Educational Institute grade and Student Performances." In 2024 2nd DMIHER International Conference on Artificial Intelligence in Healthcare, Education and Industry (IDICAIEI). IEEE, 2024. https://doi.org/10.1109/idicaiei61867.2024.10842866.

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De León López, Enrique Díaz, and Carmen Leticia Salazar Cano. "Enhancing Educational Equity: Leveraging NLP to Understand Diverse Student Perspectives in Engineering." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11024922.

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Castillo-Martínez, Isolda Margarita, Alejandra Carreon-Hermosillo, and Gloria Concepcion Tenorio-Sepulveda. "Implementation of the Open Educational Model to Develop Complex Thinking in University Students." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11024666.

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Peláez-Sánchez, Iris Cristina, Silvia Alejandra Andrade Rodríguez, and Leonardo David Glasserman-Morales. "Integrating Spatial as an Immersive and Innovative Educational Platform Among Students in a Mexican University." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11024961.

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Leal, Daniel Camacho, Azael Capetillo, and David Güemes Castorena. "AI Literacy and Proficiency: An Industry Reports Analysis to Achieve Educational Innovation and Organizational Change." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11024731.

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Chamorro Bacilo, Yrene Gloria, Heraclio Campana Añasco, and Davis Velarde-Camaqui. "The Virtual Teaching Folder and Its Impact on Educational Practice: Opinions of Early Childhood Education Teachers." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11024573.

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Vicario, Marina, María Elena Ceballos, Fernando Torres, and Janice Arias. "Integrating Mixed Reality Technologies in Learning Renal Anatomy: Advancing Educational Resource Development for Training Healthcare Professionals." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11025017.

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Mora-Rivera, Jorge, and Noemí Vásquez-Quevedo. "Exploring the Determinants of Satisfaction with the Tec 21 Educational Model Among Tecnologico de Monterrey Graduates." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11025084.

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Roy, Suchismita, Pradeep Kumar Sahu, Satyabrata Sahoo, Geetanjali Dei, and Subhra Debdas. "Technoeconomical Analysis of Grid Connected PV System Powered by Battery Implemented in Educational Institute." In 2025 3rd IEEE International Conference on Industrial Electronics: Developments & Applications (ICIDeA). IEEE, 2025. https://doi.org/10.1109/icidea64800.2025.10962882.

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Reports on the topic "Educational Institute of Scotland"

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Duncan, Seira. ECMI Minorities Blog. Indigenous languages and psychological well-being: Comparing educational, healthcare and employment opportunities in Greenland, Sápmi, and Scotland. European Centre for Minority Issues, 2023. http://dx.doi.org/10.53779/gvxp1463.

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The past several years have seen increased documentation of the association between indigenous language utilisation and psychological well-being. Scotland is the northernmost non-Arctic country and has been fostering ties with its northern counterparts in recent years; like Greenland and Sápmi, it has indigenous languages. This post compares educational, healthcare, and employment opportunities in these regions and analyses the wider psychological implications of indigenous language utilisation in these sectors. While there appears to be room for improvement in all sectors in the three regions
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Asadullin, R. M., I. V. Sergienko, and A. O. Sokolov. Electronic course «Mentor in the digital economy» Scientific Research Institute of Educational Development Strategy of BSPU named after M.Akmulla. Ailamazyan Program Systems Institute of Russian Academy of Sciences, 2025. https://doi.org/10.12731/ofernio.2025.25453.

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Loria-Rebolledo, Luis Enrique, Dwayne Boyers, Verity Watson, and Neil Chalmers. Valuing the health and wellbeing value of the NHS Scotland’s outdoor estate: How are NHS open spaces used and what is their value to the Scottish population. SEFARI - Scottish Environment Food and Agriculture Research Institutions, 2025. https://doi.org/10.57064/2164/25103.

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The NHS Scotland Climate Emergency and Sustainability Strategy requires that all health boards assess the value of the benefits that arise from NHS natural capital resources such as the green and blue spaces and biodiversity found within their outdoor estate. Scottish Environment, Food and Agriculture Research Institute (SEFARI) Gateway, jointly with Public Health Scotland (PHS) awarded a Fellowship to the named authors of this study to obtain reference health and wellbeing Natural Capital Accounting (NCA) economic values of the NHS Scotland outdoor estate. The research derived from this Fello
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Severin, Eugenio. Technologies for Education (TEd) - A Framework for Action. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0008982.

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There is a broad consensus regarding the need to improve student outcomes in the educational systems of Latin America and the Caribbean. After an attempt to institute various reforms and initiatives, the demand for quality and equity continues to be heard throughout the region. Meeting this demand will require significant changes, regarding not only the teaching of subjects that are relevant to needs of a knowledge society, but also teaching them in a way that takes full account of the educational context that 21st century society has generated. The present document presents a framework suppor
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Greenhill, Lucy, Christopher Leakey, and Dani Diz. Workshop report: Driving the transition to a resilient and inclusive future: the role of the ocean and policy coherence. Marine Alliance for Science and Technology for Scotland (MASTS), 2021. http://dx.doi.org/10.15664/10023.23456.

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Through a programme of activities from January to July 2021, this Scottish Universities Insight Institute (SUII) project seeks to accelerate progress towards the ‘Just Transition’ for an environmentally sustainable, resilient and equitable economy and society in Scotland, within the framework provided by the UN Sustainable Development Goals (SDGs). The programme aims to: 1. Develop our understanding of interdependencies between marine and cross-cutting policy themes to promote policy coherence, promoting synergies and managing trade-offs. 2. Mobilise the science and policy communities in co-de
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Topuzov, Oleg, Liudmyla Kalinina, and Valentyn Rogoza. Analytical report on the results of an online survey of academic staff in the context of developing competency-oriented textbooks for a new generation. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2021. https://doi.org/10.32405/online-survey-staff-2021-44.

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The analytical report explores the state of practice and prospects for the development and improvement of the content of mathematics and natural sciences education in the context of compliance with international standards, particularly the goals of PISA. The report is based on the results of a survey conducted among researchers from the Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine. The survey focused on analyzing the content of modern textbooks, the application of a competency-based approach, awareness of PISA requirements, and the compliance of educational
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Gungadeen, Anuradha. Report on the Baseline Study of Technology-Enabled Learning at the Mauritius Institute of Education. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5256.

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This document reports on the findings of a baseline survey conducted at the Mauritius Institute of Education with the objective of establishing TEL preparedness at the institution and thereafter developing TEL policy and implementing TEL. It outlines the findings of a self-review of the institutional facilities related to technology and policies, and the preparedness of faculty members and students to use technology for teaching and learning at the MIE. Faculty use of technology for teaching remains basic to intermediate at the MIE. However, appropriate TEL practices are not visible there, so
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Nosenko, Yuliya H., Maiia V. Popel, and Mariya P. Shyshkina. The state of the art and perspectives of using adaptive cloud-based learning systems in higher education pedagogical institutions (the scope of Ukraine). [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3246.

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The article deals with the problems of using adaptive cloud-based learning systems (ACLS) in the modern high-tech educational environment and expanding access to them as tools of educational and research activity at higher education pedagogical institutions in Ukraine. The conceptual apparatus of cloud-based adaptive learning systems application and design is considered; their main characteristics are revealed; the ways of their pedagogical application are described. The experience of Institute of Information Technologies and Learning Tools of NAES of Ukraine on designing and applying of the c
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Darmody, Merike. Care to college: An exploratory study on care-experienced students’ educational journeys. ESRI, 2025. https://doi.org/10.26504/jr13.

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New research by the Economic and Social Research Institute (ESRI) and Empowering People in Care (EPIC) highlights the importance of the combined effects of school experiences and care experiences on the post-school lives of young people leaving care. At the end of February 2025, there were 5,801 children (0–17 years) in care in Ireland. Although being in the care of the state is common among these children and young people, they are not a homogenous group, and their personal experiences and circumstances vary. This exploratory study draws on focus group interviews with a small group of care-ex
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Nieuwenhuys-Ruiz, Victoria, Renata Martínez-Bustamante, María de los Ángeles Cueli-Naranjo, and Martiño Rodríguez-González. ¿Los programas escolares de prevención de la depresión realmente ayudan a los jóvenes? Servicio de Publicaciones de la Universidad de Navarra, 2024. http://dx.doi.org/10.15581/029.00025.

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El objetivo de este estudio era comprender cómo los programas escolares de prevención de la depresión podrían influir en los resultados de la salud mental y el bienestar de los jóvenes. Instituto Cultura y Sociedad (ICS), Universidad de Navarra, ha traducido y adaptado el documento de HEDCO Institute "Day, E., Golfen, J., Shimmel, L., Schweer-Collins, M., Grant, S., Trevino, S., Steinka-Fry, K., Tanner-Smith, E., (2023). Do school-based depression prevention programs support youth? HEDCO Institute for Evidence-Based Educational Practice, University of Oregon. (Recuperado de https://hedcoinstit
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