This article discusses the importance of open-ended problems in mathematics education. The traditional approach to teaching mathematics focuses on the repetitive practice of well-defined problems with a clear solution, leaving little room for students to develop critical thinking and problem-solving skills. Open-ended problems, on the other hand, open-ended problems require students to apply their knowledge creatively and flexibly, often with multiple solutions. We herein present a case study of a high school mathematics class that incorporated open-ended problems into its curriculum. The students were given challenging problems requiring them to think beyond what they had learned in class and develop their problem-solving methods. The study results showed that students exposed to open-ended problems significantly improved their problem-solving abilities and ability to communicate and collaborate with their peers. The article also highlights the benefits of open-ended problems in preparing students for real-world situations. By encouraging students to develop their problem-solving strategies, they are better equipped to face the unpredictable challenges of the future. Additionally, open-ended problems promote a growth mindset and a love for learning, as students are encouraged to take risks and explore new ideas. Overall, the article argues that incorporating open-ended problems into mathematics education is a necessary step towards developing students’ critical thinking skills and preparing them for success in the real world.

University students increasingly use mobile devices in their studies, while during the COVID-19 pandemic, mobile technology supported learning was applied by many students. Exploring students’ mobile technology perceptions is an ongoing research issue. This pilot study aimed to explore postgraduate students’ perspectives on the benefits and learning possibilities of mobile devices’ usage in their studies. In total, 34 Greek postgraduate students participated, and they answered an online questionnaire. The students expressed positive, strong perceptions, indicating their awareness of mobile technology learning possibilities and educational benefits for their studies. Almost all students (94.1%) agreed that mobile technology should be used to connect postgraduate students with people, content, and resources, and that mobile devices bring new learning opportunities in a postgraduate programme. Isolated significant differences were observed with regard to age and postgraduate mode of study (more positive views were expressed for blended mode in comparison to face-to-face mode). Implications for tutors, educational practices, and university policies are discussed.

Our era is characterized by information overload. Low skills are a demand in the world of work, such as salespeople in brick-and-mortar stores, customer reception, fast-food restaurant clerks, call center operators, order dispatchers, order packers, etc. The required educational background shrinks to the requirement for adaptability and few “basic skills”: text comprehension, basic communication in one or two foreign languages, some math, science and technology concepts, a good dose of familiarity with digital as well as interpersonal and social skills (OECD, 2001). Assessment in secondary education has not remained unaffected; the holistic nature, originality, and innovation are incompatible with everyday teaching practice. With the scientific tools of statistics and neural networks, the divergence between formal assessment and diagnostic and feedback assessment has been quantified. Finally, the evolution of behavioral learning at a public high school level during the academic year 2021-2022 has been studied.