Interactive, constructive, active and passive technology scale (ICAP-TS) is a relatively new developed instrument representing an essential literature need. Through this cross-cultural study, we strived to accomplish a three-fold aim. Firstly, we aspired to verify the scale's construct validity and reliability on a large sample of teachers across seven European countries. Secondly, we aimed to evaluate the quality of technology integration (TI) on this heterogeneous sample with the ICAP-TS to explore for which learning activities teachers use technologies, within which ICAP learning/engaging modes and how often. Thirdly, we strived to examine relationships between the different technology types (TT) and TI in ICAP learning modes. The research involved 2277 primary and lower secondary school teachers. Confirmatory factor analysis revealed that the internal structure of ICAP-TS corresponds well to the overall sample, but for some countries, the model fit should be further refined. Exploratory factor analysis extracted two basic components of TT— passive and active . On a general level teachers most often integrate technology into passive learning mode with the usage of passive TT, but if these results are observed within each country separately, this is not the case everywhere. Passive TT predicts TI into passive, active, and constructive modes more, while active TT predicts TI into interactive, constructive and active modes. This study has several implications. For example future research topics can include reviewing, revising, or adding new items to the ICAP-TS related to ICAP theory to improve its validity. Other recommendations are stated in the discussion.

In Slovenia, as in many other countries, interest in seeking careers in science, technology and engineering-related disciplines is low, which can be recognized as a problem. The influence of general interest in biology, the content, and teaching of Biology in 9-year basic school (age 14 -15) and general upper-secondary schools (age 15 – 18) on the career aspirations of students was explored. Based on structural models built on the responses of 522 general upper secondary school students from Slovenia, it was revealed that the corresponding constructs (1) The content of Biological disciplines; (2) The Biology content taught in 9-year basic school; (3) The Biology content taught in general upper secondary school; (4) The teaching of lower secondary school Biology; and (5) The teaching of general upper secondary school Biology--are only weak predictors, if at all, of career aspirations in 15 different career streams. The greatest predictive power is a general interest in biological topics. However, the influence of the content of school curricula and corresponding teaching is a weak and even negative predictor of career aspirations in some cases. Keywords: biology teaching, career aspirations, lower secondary school Biology, SEM analysis, upper secondary school Biology.

The microbiology should be a part of curricula; especially after epidemic COVID-19.The study reports the level of knowledge and opinions of Slovenian citizens about microorganisms.The target popula...

This systematic review summarises the latest research on the use of augmented reality (AR) in biology education at primary, secondary and tertiary levels. Searching Web of Science, Scopus and Google Scholar, we found 40 empirical studies published up until early 2024. For each study, we analysed biological content, technical features, learning practices and pedagogical impact. AR is most used in human anatomy, particularly in the circulatory and respiratory systems, but also in genetics, cell biology, virology, botany, ecology and molecular processes. Mobile devices dominate as a mediation platform, with marker-based tracking and either commercial apps or self-developed Unity/Vuforia solutions. Almost all studies embed AR in constructivist or inquiry-based pedagogies, and report improved motivation, engagement and conceptual understanding. Nevertheless, reporting on the technical details is inconsistent and the long-term effects are not yet sufficiently researched. AR should therefore be viewed as a pedagogical tool rather than a technological goal that requires careful instructional design and equitable access to ensure meaningful and sustainable learning.