<?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%">Yajing Wang</style></author><author><style face="normal" font="default" size="100%">Hazri Bin Jamil</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHING SATISFACTION OF EARLY-CAREER FACULTY UNDER CHINA’S TENURE-TRACK SYSTEM: BETWEEN COMMITMENT AND CONSTRAINT</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%">early-career faculty</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education policy</style></keyword><keyword><style  face="normal" font="default" size="100%">mixed-methods research</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching satisfaction</style></keyword><keyword><style  face="normal" font="default" size="100%">tenure-track system</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%">October/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4664274</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%">Escalating performance pressures and limited institutional recognition of pedagogical contributions have become pressing challenges for early-career faculty in transitional higher education systems, particularly under China’s tenure-track system (TTS). Research in predominantly Western contexts has largely prioritised research productivity, leaving teaching-related outcomes in performance-driven non-Western settings underexplored. Integrating the Job Demands–Resources (JD-R) model and Self-Determination Theory (SDT), this study employed a mixed-methods design, combining survey data from 116 early-career faculty and in-depth interviews with six participants at a research-intensive Chinese university. Quantitative results revealed moderate overall satisfaction, with significant disparities across academic ranks and disciplines, while qualitative findings highlighted persistent barriers such as excessive workload, limited autonomy, and low institutional recognition. Autonomy emerged as a nuanced factor, with constrained decision-making authority diminishing satisfaction despite partial fulfilment of relatedness and competence needs. Extending the integrated JD-R–SDT framework to a transitional higher education context, the analysis offers policy-relevant directions for embedding teaching quality into evaluation systems, recalibrating workload allocations, and strengthening peer support, with insights transferable to performance-driven TTS in countries including Japan, South Korea, and other emerging systems in Asia and beyond.</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%">705-721</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%">Abdullah Mohammad Alhowail</style></author><author><style face="normal" font="default" size="100%">Saad Eid Albaqami</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATION OF THE CRITICAL THINKING SKILLS OF SECONDARY SCHOOL STUDENTS IN SAUDI ARABIA</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%">Critical Thinking (CT)</style></keyword><keyword><style  face="normal" font="default" size="100%">mixed-methods research</style></keyword><keyword><style  face="normal" font="default" size="100%">Saudi Arabia</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher-student interaction</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%">February/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1708676434.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 present study examined critical thinking (CT) and its importance in Saudi secondary education. The sample included upper-secondary students and teachers in Riyadh, Saudi Arabia's capital and largest city. Qualitative and quantitative methods were used to study students' CT skill development, barriers to growth, instructors' views on CT advancement, and students' views on their CT skills. The study examines secondary school students' critical thinking development and impediments. It also examined teachers' perceptions of their students' progress in CT. The research collected quantitative data from 374 questionnaires and qualitative data from eight interviews. SPSS performed regression analysis on survey quantitative data. A thematic analysis was employed to evaluate qualitative interview data.  The quantitative findings from the surveys revealed uneven CT skills. The findings also showed that gender, Grade Point Average (GPA) and family background affect CT. The qualitative findings from the interviews with the teachers stressed the importance of collaborative programming and active student engagement in classroom activities to foster CT. Bullying and peer pressure hindered autonomous and CT, making it difficult for instructors to motivate and support students. The findings emphasised the importance of teachers in creating a safe learning environment and encouraging analytical thinking. Recommendations for improving CT in Saudi secondary education were proposed addressing several critical aspects of CT advancement, including curriculum development, teacher training, parental involvement, government-led extracurricular learning, teacher-student interactions, and gender equality in CT advancement. This study could help Saudi students develop CT skills to meet the challenges of the modern world. </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%">7-28</style></section></record></records></xml>