<?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%">İrem Demir</style></author><author><style face="normal" font="default" size="100%">Cem Oktay Güzeller</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHER PERFORMANCE: A BIBLIOMETRIC ANALYSIS AND SYSTEMATIC REVIEW</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%">bibliometric analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">educational administration</style></keyword><keyword><style  face="normal" font="default" size="100%">systematic review</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher performance</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=4770997</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%">Teacher performance plays a decisive role in educational quality and student achievement. Despite extensive research, the literature remains fragmented across leadership models, organisational conditions, and individual psychological factors. This fragmentation limits theoretical integration and weakens the contribution of research to educational administration and policy. The aim of this study was to provide a comprehensive and integrated understanding of teacher performance from an educational administration perspective by combining bibliometric mapping and systematic review. The study employed a two-stage research design in accordance with PRISMA 2020 guidelines. First, a bibliometric analysis of publications indexed in the Web of Science Core Collection was conducted to map publication trends, influential journals and authors, and dominant conceptual themes in teacher performance research. Second, a systematic review critically synthesised 27 empirical studies by examining research designs, key variables, empirical findings, and administrative implications. The synthesis focused on cross-study patterns rather than single-study descriptions. The results indicate that teacher performance is a multidimensional construct shaped not only by individual factors such as motivation and self-efficacy but also, and more strongly, by leadership styles, organisational climate, evaluation systems, and policy contexts. Transformational and participatory leadership models, supportive school climates, and development-oriented evaluation systems are consistently associated with higher teacher performance. In contrast, rigid administrative structures and misaligned evaluation practices constrain professional growth. The study is significant because it links the intellectual structure of the field with empirical evidence and offers actionable insights for educational administrators and policymakers seeking to enhance sustainable teacher effectiveness.</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%">75-100</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%">Svetlana Surikova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHARACTER EDUCATION FOR THE GIFTED: PRIORITIES ACROSS EDUCATIONAL STAGES AND CULTURAL 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%">character education</style></keyword><keyword><style  face="normal" font="default" size="100%">character strengths; cultural context</style></keyword><keyword><style  face="normal" font="default" size="100%">educational stage</style></keyword><keyword><style  face="normal" font="default" size="100%">gifted and talented education</style></keyword><keyword><style  face="normal" font="default" size="100%">systematic review</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4714187</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</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%">Gifted education has traditionally prioritised cognitive development, while character education has addressed socioemotional and moral formation. Yet, the intersection of these areas is increasingly recognised as essential for nurturing gifted learners capable of both intellectual excellence and ethical responsibility. Building on this growing recognition, this review examines how existing research conceptualises priorities in character education for the gifted across varying educational stages and cultural contexts. Following the PRISMA framework, this study systematically reviewed journal articles published between 2004 and 2025 across three databases (Web of Science, Scopus, and Sage Journals). Sixty articles met the inclusion criteria, comprising 36 empirical and 24 theoretical/conceptual studies. They were analysed according to study type and research design, educational stage, and cultural context, using a combined coding system. The synthesis was organised around three key categories: group characteristics (character strengths), encountered challenges, and proposed solutions and priorities. The synthesis revealed that empirical studies, whether qualitative, mixed‐methods or quantitative, consistently foregrounded performance and intellectual virtues, whereas theoretical/conceptual studies distributed attention more evenly and gave comparatively greater weight to moral and integrative virtues. Gifted learners were found to face recurring challenges, including social and emotional difficulties, perfectionism, curriculum mismatch, and inadequate support systems. Proposed solutions clustered around differentiated instruction, social-emotional learning, mindfulness and well-being practices, external and internal support and the training of supporters. Priorities varied across educational stages and cultural contexts, yet a consistent need emerged for holistic frameworks that integrate cognitive, affective, and behavioural aspects. The review underscores the need for integrative, developmentally sensitive, and culturally responsive models of character education for the gifted. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><section><style face="normal" font="default" size="100%">860-900</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%">Le Quyen, T. T.</style></author><author><style face="normal" font="default" size="100%">Shyhnan Liou</style></author><author><style face="normal" font="default" size="100%">Chia Han Yang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IDENTIFYING AND VALIDATING SUSTAINABLE DEVELOPMENT GOALS-RELATED KEY COMPETENCIES IN UNDERGRADUATE GRAPHIC DESIGN EDUCATION</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%">Delphi method</style></keyword><keyword><style  face="normal" font="default" size="100%">design education</style></keyword><keyword><style  face="normal" font="default" size="100%">graphic design</style></keyword><keyword><style  face="normal" font="default" size="100%">key competencies</style></keyword><keyword><style  face="normal" font="default" size="100%">SDG</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainability</style></keyword><keyword><style  face="normal" font="default" size="100%">systematic review</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%">June/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1718792336.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%">In contemporary higher education, aligning student competencies with sustainable development goals (SDGs) is crucial for enhancing their employability. This necessity extends to graphic design undergraduate programs, pivotal in nurturing designers capable of addressing global sustainability challenges. Using a mixed-methods approach, this study aims to outline essential competencies for graphic design undergraduates pertinent to the SDGs. The research commenced with a systematic review of fourteen seminal articles, leading to the initial identification of fifty-eight key competencies. Subsequently, a Delphi study involving 44 graphic design experts validated these competencies. This iterative process refined the list, excluding twenty-seven competencies and affirming thirty one as critical. These validated competencies were categorized into four groups: Systemic, Performance, Contextual, and Global. The study's findings provide valuable insights for graphic design educators and industry employers, illuminating competencies essential for addressing sustainability challenges. Furthermore, this research contributes to academic discourse by offering a structured framework for integrating SDG-related competencies into graphic design education. This facilitates the development of designers proficient not only in their craft but also in sustainability imperatives. Our aim is to enhance pedagogical strategies and inform curriculum development in graphic design education, aligning them with evolving professional demands and sustainable development objectives.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">371-389</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%">Svetlana Surikova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TOWARDS THE EFFECTIVE PROFESSIONAL UPSKILLING OF LOW-SKILLED EMPLOYEES: KEY INFLUENCING FACTORS </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%">adult education</style></keyword><keyword><style  face="normal" font="default" size="100%">low-skilled employees</style></keyword><keyword><style  face="normal" font="default" size="100%">systematic review</style></keyword><keyword><style  face="normal" font="default" size="100%">training transfer</style></keyword><keyword><style  face="normal" font="default" size="100%">upskilling</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/2023/457-1728584000.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%">The increasing demand for skilled employees in contemporary economies underscores the importance of effective upskilling of the low-skilled. This study addresses the significant challenge of enhancing the professional development of low-skilled workers, focusing on the factors that either facilitate or hinder their engagement in learning activities. The primary aim was to identify the key characteristics that contribute to the effective professional development of low-skilled employees and the practical application of the skills they acquire. A systematic review was conducted, examining empirical studies published between 2004 and 2024. The search encompassed six databases, resulting in 352 identified articles. After rigorous screening and quality assessment, 22 high and good-quality studies (published in 2011-2023) were included in the final selection. The studies spanned various countries and methodologies, including qualitative, quantitative, and mixed-method designs. Key findings highlight that both personal and contextual factors influence the effectiveness of professional upskilling for low-skilled employees. Personal factors include motivation, self-direction, and reflexivity, while contextual factors encompass the quality of the work environment, learning opportunities, and institutional support. The review emphasises the importance of tailored training programmes, practical and interactive learning methods, continuous support and mentorship, and robust evaluation mechanisms. Effective transfer of training is facilitated by the relevance and applicability of training content, learner engagement and organisational support. The results highlight the need for holistic approaches that address both personal and contextual factors to enhance the professional development and skill utilisation of low-skilled workers; ultimately contributing to their career trajectories and job satisfaction. </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%">737-757</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%">Morris III, J.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOCIAL SUPPORT AMONG MALE UNDERGRADUATES: A SYSTEMATIC REVIEW</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%">academic achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">male undergraduates</style></keyword><keyword><style  face="normal" font="default" size="100%">social support</style></keyword><keyword><style  face="normal" font="default" size="100%">systematic review</style></keyword><keyword><style  face="normal" font="default" size="100%">technology use</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1587022611.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</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%">Although researchers have conducted multiple studies on social support among male undergraduates, a gap was identified in the lack of systematic reviews of literature synthesizing their findings. The purpose in this systematic review was to obtain an understanding of recent findings on social support among male undergraduates. To identify relevant literature, a search strategy was developed consisting of six criteria for inclusion, which yielded a total of 30 studies from multiple databases. Findings showed an overall positive impact of social support on psychological outcomes, academic achievement, and technology use among male undergraduates. The findings also revealed a diverse range of sources of social support as well as variations based on gender. In addition to addressing the identified gap in the research, findings from the review may help teachers, educational policymakers, educators, and scholars identify relevant patterns that could be used to note important dimensions within which possible interventions could be introduced to promote desired outcomes.</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%">235-248</style></section></record></records></xml>