The modern teaching/learning environment is, like never before, rich with digital teaching/learning technologies and tools that are becoming part of children’s daily lives. Background: In Lithuania, virtual teaching/learning platforms (environments for mathematics, knowledge of nature, history, and language practice) in primary education became more widely used approximately three years ago after the implementation and application of the virtual teaching/learning platform EDUKA. The purpose of this study was to establish the effect of the virtual teaching/learning platform EDUKA on the learning outcomes of primary-grade students in the subject of mathematics. Methods: In this study, a pre-test/middle-test/post-test experimental strategy was used to avoid any disruption of educational activities due to the random selection of children in each group. Mathematical diagnostic progress tests (MDPTs) are an objective way to measure skills and abilities. The MDPTs were divided into two sections: the tasks were allocated according to performance levels and the content, as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on the primary school children’s performance (i.e., unsatisfactory, satisfactory, basic, and advanced). Results: An analysis of the results of the MDPTs showed that, across the seven possible tasks, both male and female seven-year-old children achieved satisfactory results (results were observed between groups) (post-test: control gathering (CG) 5.10; test gathering (EG) 5.04; p = 0.560), basic results (post-test: CG 6.28; EG 6.42; p = 0.630), and advanced results (post-test: CG 1.90; EG 2.27; p = 0.025). The differences between the pre-test and post-test advanced (p = 0.038) and the pre-test and post-test basic (p = 0.018) levels were found to increase. Conclusions: It was found that intensively integrating the virtual learning platform EDUKA into formal education—specifically in the subject of mathematics—had a significant impact on primary school children’s mathematical performance. In addition, after the experiment, a statistically significant difference was found (p < 0.05) in primary school children with higher levels. The intervention in the experimental group (i.e., integration of the virtual learning platform into the formal mathematics learning process) had a positive impact on access to mathematics. Students’ math learning achievements were positive in progressive mathematics.

Cognitive skills predict academic performance, so schools that try to improve academic performance might also improve cognitive skills. The purpose of this study was to determine the effect of achievements in mathematics on cognitive ability in primary school. Methods: Participants: 100 girls and 102 boys aged 9–10 years (the fourth grade) were selected from three schools. A diagnostic test of cognitive abilities (DTCA) was created by the authors of the article for the assessment of primary school students’ cognitive abilities. The diagnostic cognitive ability test was based on Reuven Feuerstein’s theory of dynamic cognitive modality assessment, the problem-solving model, and followed the mathematics curriculum for grade 4. The tasks of the test were distributed according to the cognitive function: systematic exploration, spatial orientation, sequencing, image recognition, recognizing and understanding relationships, collecting and processing information, algorithm development, data management (classification), and construction of combinations. Achievements in mathematics: they were collected systematically using short- and medium-term mathematics tests, and the levels of achaievement were defined of grade 4 primary school students to assess individual learner performance, anticipate their learning strengths and weaknesses, and shape their subsequent learning process. Results: With regard to the relationships between cognitive functions and achievement level, Spearman’s correlation analysis revealed the relationships between the following cognitive functions: systematic exploration and spatial orientation (Spearman q = 0.276, p = 0.022), systematic exploration and designing an algorithm development (Spearman q = 0.351, p = 0.003), spatial orientation and data management (Spearman q = 0.274, p = 0.023), sequencing and combination construction (Spearman q = 0.275, p = 0.022), and sequencing and recognizing and understanding relationships (Spearman q = 0.243, p = 0.044). Conclusions: (1) The internal validity of the diagnostic test of cognitive abilities was supported by significant correlations between cognitive functions and mathematics achievement. This suggests that this methodology of the diagnostic cognitive ability test can be used to assess the cognitive abilities of primary school students. (2) The diagnostic test of cognitive abilities showed that the majority of primary school students reached higher levels of achievement in a systematic inquiry (systematic, non-impulsive, planned behavior when collecting data or checking information). A difference was observed in the ability of students to navigate in space and follow directions for primary school students at a satisfactory or higher level. Primary school students’ performance in identifying the rule for the sequencing of elements, finding missing elements, and extending the sequences was at the basic and advanced levels. (3) The results of the study showed the reciprocal correlation between achievements in mathematics and cognitive function of primary school students. The two phases that caused difficulties for students were revealed: understanding the problem and carrying out the plan phase.

Currently, there is great interest in the correlation between children’s physical activity and their academic performance. In this study, a pre-test/mid-test/post-test experimental strategy was used to avoid any disruption of educational activities, due to the random selection of children in each group. The experimental group was tested for eight months. We developed a methodology for innovative physical education classes and created a model of educational factors that encourage physical activity for children. The experimental group comprised 45 girls and 44 boys aged 6–7 years. The control group included 43 girls and 46 boys aged 6–7. Methods: Mathematical diagnostic progress tests were divided into two sections: tasks were allocated according to performance levels and the content as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on student performance (unsatisfactory, satisfactory, basic, and advanced). Distribution of mathematical learning achievements by curriculum content: mathematical diagnosis was used to evaluate first-grade children’s mathematical knowledge and skills according to the five areas of the mathematics education curriculum: numbers and calculations; phenomena, equations, and inequalities; geometry, measures, and measurements; statistics and communication; and general problem-solving skills. The differences between the pre-test and mid-test results indicated that the number of children performing at a satisfactory level decreased (p = 0.035). The differences between the pre-test and post-test advanced (p = 0.038) and basic (p = 0.018) levels were found to be increased. Applying an innovative physical education program to first graders demonstrated a higher-level mathematics program in the areas of geometry, measures, and measurements; statistics; and communication and general problem-solving skills. Based on the interface between an innovative primary school physical education program and mathematics learning achievements, a research tool was developed that can be used in a quantitative research strategy.

Introduction: The present study was conducted to address the lack of qualitative data on the motivations for pursuing a career in teaching. A strategically important aspect of the current and projected teacher shortage in many countries is the experience and skills that career changers bring to the educational environment. Research has shown a trend for specific prestige characteristics to dominate as an aspect of the attractiveness of the teaching profession. However, the prestige of the teaching profession is a dynamic phenomenon, and in many contexts worldwide, it is low or declining. Therefore, what motivates individuals from other career paths to become teachers and counterbalance the profession’s low prestige is a highly relevant and under-researched issue, as this understanding can help teacher educators address the expectations of career changers. The main aim was to identify the specific motivations that prompt individuals from diverse professions to pursue teaching as a career in a context of low professional prestige. Methods: Qualitative data was gathered from 109 career-change teaching students (hereafter, CCTs). A reflexive thematic analysis of the motives of career-changing teachers revealed that intrinsic and altruistic motives align with the findings of other studies but differ in some aspects. Results and discussion: That is, their commitment to improving the world is inspired by the desire to contribute to enhancing education and to realise their perceived professional and personal potential without fear of professional challenges such as low popularity, relatively low salaries, and high responsibilities. CCTs’ motives for transitioning into teaching from other fields have revealed that teaching was a natural continuation of their previous careers, a way to contribute to the improvement of the educational system, a means to become part of an organization, and (in the case of emigrants) to join the ethnic community. The study concludes with recommendations and suggestions for career education specialists, teacher education institutions, and potential avenues for further research.

Young teachers are entering the profession, but many leave quickly due to professional stress, unfavorable working conditions, a lack of support, or an unclear professional identity. This trend disrupts the continuity of the educational process and reduces the quality of education, and reveals systemic gaps in the recruitment, training, and retention of teachers. Still, there is insufficient research on how these factors shape the career trajectory of young teachers from their perspective. Therefore, this paper addresses the research problem of which personal and environmental factors determine the professional stability, development, or departure of young teachers from the teaching profession. The study used a qualitative research strategy. The research data were collected from purposive sampling using semi-structured interviews with 14 young teachers. The interview data were analyzed using qualitative thematic analysis. The results of the study revealed two main dimensions of factors influencing the career start of young teachers. Personal factors include fluctuations of emotional well-being, development of a professional self-concept and identity, motivation to teach, professional development, and a sense of career meaning. Only when environmental circumstances are favorable—school microclimate, support from managers and colleagues, infrastructure and working conditions, perception of education policy—can these internal resources be effectively realized.