<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maja Kerneža</style></author><author><style face="normal" font="default" size="100%">Boris Aberšek</style></author><author><style face="normal" font="default" size="100%">Dario Assante</style></author><author><style face="normal" font="default" size="100%">Tija Zirina</style></author><author><style face="normal" font="default" size="100%">Dagnija Vigule</style></author><author><style face="normal" font="default" size="100%">Murat Gürkan</style></author><author><style face="normal" font="default" size="100%">Dursun Ucan</style></author><author><style face="normal" font="default" size="100%">Ihsan Metinnam</style></author><author><style face="normal" font="default" size="100%">Fikret Yildiz</style></author><author><style face="normal" font="default" size="100%">Özlem Alp</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">REUSING WASTE MATERIALS IN ART EDUCATION ACROSS FOUR EUROPEAN COUNTRIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cross-national comparison</style></keyword><keyword><style  face="normal" font="default" size="100%">mixed-methods research</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainable art education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher practices</style></keyword><keyword><style  face="normal" font="default" size="100%">waste materials</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4771001</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The uneven and often unsupported reuse of waste materials in art education highlights a gap in understanding how teachers integrate sustainable practices across different national contexts. This study examines how teachers in four European countries perceive and implement the reuse of waste materials in art education. Conducted within the international Waste to Art project, the research seeks to identify teachers’ practices, knowledge of material properties, perceived barriers, and the types of materials most frequently reused. A mixed-method design was applied, combining Likert-scale items with open-ended questions. The sample included 357 teachers from Italy, Latvia, Slovenia, and Türkiye, representing varied educational levels and experience. Quantitative data were analyzed using descriptive statistics and non-parametric tests, while qualitative data were examined through thematic analysis. The findings show national differences. Italian and Turkish teachers reported higher confidence and more frequent reuse, Slovenian teachers demonstrated lower integration and greater caution, and Lithuanian teachers expressed solid knowledge but highlighted a lack of methodological examples. Across countries, teachers identified similar barriers, most often limited storage, time constraints, safety concerns, and insufficient institutional support. Paper and plastic were the most reused materials, alongside national specificities such as Lithuania’s reliance on natural materials and textiles and the frequent use of metal in Italy and Slovenia. The findings indicate that sustainable art education cannot rely solely on individual teacher motivation. Systemic support through infrastructure, curricular alignment and professional development is needed to move the reuse of waste materials from isolated practices to a regular and well-supported part of art education.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">122-136</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maja Kerneža</style></author><author><style face="normal" font="default" size="100%">Dejan Zemljak</style></author><author><style face="normal" font="default" size="100%">Kordigel Aberšek, M.</style></author><author><style face="normal" font="default" size="100%">Boris Aberšek</style></author><author><style face="normal" font="default" size="100%">Polona Legvart</style></author><author><style face="normal" font="default" size="100%">Helena Konšak</style></author><author><style face="normal" font="default" size="100%">Hakan Sari</style></author><author><style face="normal" font="default" size="100%">Ildiko Hanuliakova</style></author><author><style face="normal" font="default" size="100%">Loreta Huber</style></author><author><style face="normal" font="default" size="100%">Inga Laurusone</style></author><author><style face="normal" font="default" size="100%">Kübra Terzioglu</style></author><author><style face="normal" font="default" size="100%">Metin Kilic</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATION OF REFUGEE CHILDREN WITHIN THE INTREF PROJECT FRAMEWORK</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational system</style></keyword><keyword><style  face="normal" font="default" size="100%">individualization of education</style></keyword><keyword><style  face="normal" font="default" size="100%">integration practices</style></keyword><keyword><style  face="normal" font="default" size="100%">intercultural competence</style></keyword><keyword><style  face="normal" font="default" size="100%">refugee children</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1728583607.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Amidst growing migratory movements and hurdles of assimilation, the INTREF initiative strives to craft a comprehensive strategy for the schooling of refugee children, melding e-learning, emotional and social support, along with adaptable teaching methods. This endeavor learns on principles like linguistic diversity, cross-cultural skills, and customizing the educational journey, crucial for assimilation and triumph within academic settings. Studies indicate the indispensability of bespoke linguistic assistance, cognizance of cultural variances, and personalized educational tactics for the seamless school transition and societal assimilation of children in refuge. The project devised a survey instrument aimed at evaluating the baseline educational scenario in the participating nations and formulating education plans tailored to specific needs. This survey zeroes on four pivotal areas: linguistic proficiency, cross-cultural consciousness, embracing diversity, and pedagogical customization. Feedback from 31 students, 30 teachers and 28 parents revealed a pressing need for augmented linguistic aid in Slovenia, heightened cross-cultural understanding, and classroom method modification to enrich the academic experiences of culturally diverse children. The findings also underscore a discernible discrepancy between the perspectives of educators versus those of parents and children. The insights from this survey lay the groundwork for creating innovative instructional units and resources, finely adapted to the needs of children in refuge. By forging links between theoretical insights and practical application, as well as among various educational stakeholders, INTREF is ready to enrich the discourse and practices surrounding inclusivity, and endeavor made increasingly pertinent by the recent global disruptions, including the migratory dilemma and the COVID-19 outbreak. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">658-671</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maja Kerneža</style></author><author><style face="normal" font="default" size="100%">Kordigel Aberšek, M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF RHETORIC IN TEACHER VIRTUAL EXCHANGES: NAVIGATING DIGITAL COMMUNICATION IN EDUCATIONAL CONTEXTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational technology</style></keyword><keyword><style  face="normal" font="default" size="100%">intercultural communication</style></keyword><keyword><style  face="normal" font="default" size="100%">parent-teacher collaboration</style></keyword><keyword><style  face="normal" font="default" size="100%">rhetorical strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual exchange</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1715414667.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Educators’ rhetorical skills are pivotal in virtual collaboration between teachers and parents, enhancing communication clarity and overcoming cultural barriers, thereby enriching educational experience and fostering intercultural understanding. A review of scientific databases such as Academic Search Complete, ERIC, SCOPUS, and Web of Science, was conducted to identify peer-reviewed articles from 2018 onwards that explore the role of rhetoric in teacher virtual exchanges. Articles were analysed for themes, findings, biases, and research gaps. A notable finding is the lack of research on rhetoric in virtual teacher exchanges, despite its potential to overcome cultural barriers and enhance collaboration. The study reveals that effective rhetorical techniques can improve clarity, persuasiveness, and intercultural understanding in virtual exchanges, indicating a need for more research and educational programs in this area. Furthermore, the study extends to virtual communication between teachers and parents, especially with non-native speakers or those with limited proficiency in the official language. This highlights the need for teachers to use sophisticated rhetorical strategies in diverse linguistic situations to improve understanding and involvement. In summary, the research underscores the significant impact of rhetorical skills in virtual teacher exchanges, with broader implications for global collaboration and intercultural understanding in the educational sphere.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">186-201</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maja Kerneža</style></author><author><style face="normal" font="default" size="100%">Kordigel Aberšek, M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ONLINE READING IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCHOOL STUDENTS </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digital literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">e-reading</style></keyword><keyword><style  face="normal" font="default" size="100%">internet reciprocal teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">online learning</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1672601156.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Learning environments and teaching methods have been constantly changing over the past decades. As the shift in the learning environment is primarily toward a physical to an online learning environment, this study examines how to enable younger students to select appropriate content for learning in digital learning environments that they can then successfully read and evaluate using appropriate strategies. The study is based on 54 in-depth case studies. Using the Internet reciprocal teaching method (IRT), 54 implementers trained 54 primary school students from first to fifth grade in basic computer skills, Internet information searching, and website navigation, as well as analysing data obtained using the TICA Phase 1, 2, and 3 Checklists, the implementers' report, and the children notes in a text editor. Triangulation of the data in combination with selected statistical methods shows that there are differences in the use of the method between students according to age. While the latter can use an unadopted form of the method, younger students need some adjustments, which are suggested in the light of previous research. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">836-850</style></section></record></records></xml>