Issue/s in progress

Issue/s in progress with articles that are final and fully citable

Early childhood learning outcomes in the polycrisis era: A critical analysis of sdg 4 progress and equity measurement gaps

  • Ejder
  • Fatma Gulcin Demirci
  • Yavuz
Published 2026-02-23
This study examines early childhood learning outcomes across thirty-eight OECD countries during the critical 2019-2023 period, analyzing progress toward Sustainable Development Goal 4 targets while exposing fundamental gaps in equity measurement frameworks. Drawing on SDG 4 indicator data for early-grade proficiency in reading and mathematics, the analysis employs mixed methods combining quantitative descriptive statistics with critical policy analysis to address three research questions examining cross-national performance patterns, temporal trajectories through the pandemic period, and equity monitoring limitations. The findings reveal substantial variation in early-grade proficiency outcomes, with a twenty-eight percentage point gap between highest and lowest performing countries demonstrating that national policy choices produce measurably different outcomes for young learners. Temporal analysis identifies three distinct trajectory patterns: approximately one-quarter of countries demonstrated sustained improvement despite pandemic disruption, half maintained stable performance, and one-quarter experienced notable declines persisting through 2023.

DIDACTIC EXPERIENCE OF RHYTHMIC GYMNASTICS IN STUDENTS OF 8-9 YEARS OLD

  • José Domínguez Alonso
  • Iago Portela-Pino
  • Lucia Rodríguez-Castro
Published 2026-02-26
Modernizing the teaching of Physical Education in primary schools by incorporating sports such as rhythmic gymnastics is essential to combat demotivation and foster greater student involvement in sports. The main objective of this study is to analyze how an intervention based on rhythmic gymnastics affects the perception and understanding of its physical, mental, and social benefits in students in the second cycle of Primary Education, also considering differences according to gender, age (M = 8.71, SD = .68), and school year. The study employs a quasi-experimental (pre-post), quantitative, and cross-sectional design with 48 participants, using perception and knowledge questionnaires administered before and after a six-session rhythmic gymnastics intervention. The results show that the intervention significantly increased the perception and knowledge of the benefits of rhythmic gymnastics at all three levels assessed (physical, mental, and social). Furthermore, improved assessments were evident after the intervention, particularly among younger girls, with a greater impact on mental and social benefits. In conclusion, integrating rhythmic gymnastics into the primary education curriculum promotes the holistic development of students, as it is perceived as a motivating, inclusive, and meaningful activity.

THE COLLABORATIVE CONCERT: AN INDIRECT APPROACH TO CULTURAL HERITAGE THROUGH SOCIAL LEARNING AND CHORAL SINGING

  • María Teresa Botella-Quirant
  • Rosa Pilar Esteve-Faubel
  • José María Esteve-Faubel
Published 2026-02-03

This exploratory case study examines the educational programme Cantar nos une, analysing a pedagogical model of indirect engagement designed to connect primary and secondary students with the intangible cultural heritage of the Misteri d’Elx, recognised by UNESCO in 2001. The aim was to understand how interaction with peer models, mediated through collective musical practice, is associated with changes in knowledge, attitudes, and affective attachment towards heritage. To this end, a single-case mixed-methods design was employed, implementing pre- and post-test measurements with a group of 385 students (ages 9–14). Participants worked on a repertoire of popular choral pieces and shared a final collaborative concert with the Escolanía del Misteri, which served as a peer model. Quantitative results obtained through ad hoc questionnaires showed statistically significant increases (p < .001) in heritage knowledge, motivation towards choral singing, and sense of local identity. Qualitative analysis of the open-ended responses revealed that social connection with the Escolanía was a central mechanism, generating admiration and a desire for emulation. It is concluded that the indirect approach model—based on social learning and emotional transfer facilitated through a positive musical experience—constitutes an effective strategy for fostering affective appropriation of heritage, particularly when the heritage in question entails high technical complexity.