As the issues related to climate change intensify, new methods to raise awareness of environmental issues, foster pro-environmental attitudes and behaviors, and offer a viable alternative to traditional environmental education are needed. In recent years, various computer games and mobile apps targeting sustainability-related information, attitude, and behaviors have been developed. In this systematic review, we aimed to verify which pro-environmental information, attitudes, and behaviors are targeted by serious games and gamified apps, how their efficiency is tested, and the main results. A total of 29 studies were included in the analysis. The results show that serious games and apps were used to decrease energy consumption, water spending, and food consumption, and increase sustainable mobility. Furthermore, technology was used to offer pro-environmental education regarding a myriad of issues. Most interventions were successful and some of them did have significant effects while others provided only short-term changes. The limitations of the current approaches are discussed together with some future expansions that can help develop more efficiency in this domain.

Background: Critical consciousness represents an emancipatory pedagogical process whose central goal is developing the necessary skills to identify and act in the direction of changing social limitations. An important kind of action that helps challenge social limitations is altruistic behaviour. Moreover, moral values could enhance the effect of critical consciousness on altruistic behaviour. Method: This study aims to provide some empirical support for the benefits of a unifying framework between moral education and critical consciousness by exploring the association between critical motivation and moral foundations, and the moderating role of groups’ status (disadvantaged versus privileged) within this association. The present research explores the link between critical consciousness, altruistic behaviour, and the mediational role of moral foundations. The data was collected from participants studying in urban areas and disadvantaged rural areas. Hence, the socio-economic status of the individuals (disadvantaged groups versus privileged groups) is considered a moderator in this dynamic. The study sample comprised 1031 adolescents aged 13–19 (M = 16.51, SD = 1.54). Results: The findings emphasise that fairness and care moral foundations mediate the relationship between critical motivation and altruistic behaviour, and the moderator role of group status. In conclusion, the poor development of critical motivation in disadvantaged groups influences moral values development and, ultimately, affects individual behaviour in the community.

The present research explores a set of explanatory factors of digital citizenship in university students on a cross-national sample. The data were collected from 501 university students aged 19–23 years old, from two public universities in Romania (N = 350) and Italy (N = 151). Information was gathered from one university in each country by using an online survey form. Statistical analyses were conducted using SmartPLS 4.1.0.6. Data analyses included structural equation modelling, mediational analysis, and multigroup analysis. The study focuses on digital citizenship, civic attitudes, personal values, and digital experiences among university students. Rather than making definitive judgments, the goal of this data-driven endeavour is to provide informative insights by identifying patterns within the dataset. The article also describes the stages of data collection and how the modelling of structural equations analysis is used to evaluate the conceptual model of the proposed relationships between variables. In addition to providing information into the current situation, the data discussed in this article is a useful tool for future research and for tailored educational activities, such as digital citizenship training sessions embedded into the academic curricula.

This study aims to explore the relation between metacognitive competences, implicit theories of intelligence and school achievement among lower secondary students. The group of participants included 120 students from Iași County, with different socio-economic backgrounds. Participants completed two measures, Metacognitive Awareness Inventory (Schraw & Dennison, 1994) and Implicit Theories of Intelligence Questionnaire (Dweck, 2000). School achievement was defined as annual average grades, and family socio-economic background was self-reported. Students from socio-economic disadvantaged families scored lower for metacognitive competence, and self-reported fixed mindset beliefs, in contrast with students with favourable socio-economic family background. Therewith, metacognitive competences and implicit theories of intelligence are significant predictors of school achievement.

The aim of this paper was to shed a light upon the relationships between implicit theories of intelligence and school performance through a systematic review approach, which mainly used empirical studies on the connections between these constructs. In the first section of this review, we synthesized the necessary theoretical marks for understanding the concepts mentioned above, we analysed definitions, as well as models of implicit theories of intelligence, referring to the relevance for the educational field. Then, there is also an analysis on empirical studies in the international literature that addresses the central concepts of the paper in an educational context and a systematic review of the relationships between implicit theories of intelligence and school performance. The last section contains the final conclusions, the limits of this systematic review and future research directions.