Collaborative problem-solving has been widely embraced in the classroom instruction of critical thinking, which is regarded as the core of curriculum reform based on key competencies in the field of education as well as a key competence for learners in the 21st century. However, the effectiveness of collaborative problem-solving in promoting students’ critical thinking remains uncertain. This current research presents the major findings of a meta-analysis of 36 pieces of the literature revealed in worldwide educational periodicals during the 21st century to identify the effectiveness of collaborative problem-solving in promoting students’ critical thinking and to determine, based on evidence, whether and to what extent collaborative problem solving can result in a rise or decrease in critical thinking. The findings show that (1) collaborative problem solving is an effective teaching approach to foster students’ critical thinking, with a significant overall effect size (ES = 0.82, z = 12.78, P < 0.01, 95% CI [0.69, 0.95]); (2) in respect to the dimensions of critical thinking, collaborative problem solving can significantly and successfully enhance students’ attitudinal tendencies (ES = 1.17, z = 7.62, P < 0.01, 95% CI[0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z = 11.55, P < 0.01, 95% CI[0.58, 0.82]); and (3) the teaching type (chi² = 7.20, P < 0.05), intervention duration (chi² = 12.18, P < 0.01), subject area (chi² = 13.36, P < 0.05), group size (chi² = 8.77, P < 0.05), and learning scaffold (chi² = 9.03, P < 0.01) all have an impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. On the basis of these results, recommendations are made for further study and instruction to better support students’ critical thinking in the context of collaborative problem-solving.

Interventions are crucial in the learning analysis process. Learning analytics-based interventions are being widely applied in the field of education. However, it is currently unclear whether learning analytics-based interventions effectively enhance students’ learning effects. To conduct a comprehensive review assessing the extent to which interventions contribute to the enhancement or deterioration of learning outcomes. This study employs meta-analysis to quantitatively analyze 34 published empirical research articles related to learning analytics-based interventions. The results obtained from this analysis are as follows: (1) Interventions based on learning analytics can greatly enhance students’ learning outcomes, with a moderate overall effect value; (2) In terms of specific dimensions of learning outcomes, learning analytics-based interventions can effectively improve knowledge acquisition, while the improvements in social emotion and cognitive skill were relatively small; (3) subject areas, learning stage, learning environments, intervention type, and diagnostic assessment tool all serve as important moderating factors affecting the interventions on student learning outcomes.

The digital literacy of preschool inclusive educators is a core factor and key issue in ensuring the quality of early childhood education and achieving educational equity. This study explores the impact of preschool inclusive teachers' cognition of traditional culture on their digital literacy, as well as the chain-mediating role of technology acceptance and job insecurity in this relationship. Through a questionnaire survey, valid data were collected from 500 teachers in 40 preschool inclusive kindergartens. The study specifically focuses on teachers' cognition of traditional cultural values, customs, and practices. The theoretical foundation of this research is derived from cultural cognition theory and the technology acceptance model. The results indicate that preschool inclusive teachers' cognition of traditional culture has a significant positive impact on their digital literacy. Furthermore, traditional cultural cognition has an indirect effect on job insecurity, which influences the relationship between traditional culture and digital literacy. Technology acceptance serves as the first mediating variable between traditional cultural cognition and digital literacy, playing a crucial transmitting role. Meanwhile, job insecurity acts as the second mediating variable in this relationship. Together, technology acceptance and job insecurity form a chain-mediating effect in the relationship between traditional cultural cognition and digital literacy. Based on these findings, we propose recommendations such as constructing a cultural context, emphasizing technology acceptance, and enriching emotional support systems to create a favorable environment for improving preschool inclusive teachers' digital literacy. The unique value of this study lies in revealing the mechanism through which traditional cultural cognition influences digital literacy, providing empirical evidence for teacher training and policy-making.

The phenomenon of professional compromise among inclusive preschool education teachers represents a critical challenge impeding the advancement of high-quality development in this field. To delve into the mechanisms by which digital stress influences professional compromise in Inclusive Preschool Teachers and to examine the chain mediation effects of negative automatic thoughts and career adaptability, this study employed a cluster random sampling method to conduct a comprehensive survey of 558 preschool inclusive teachers. The results revealed that digital stress significantly and positively predicts professional compromise among preschool inclusive teachers. Negative automatic thoughts mediate the relationship between digital stress and professional compromise. Similarly, career adaptability acts as a mediating variable in this relationship. Furthermore, negative automatic thoughts and career adaptability together construct a chain mediation pathway between digital stress and professional compromise.

In the intelligent era, technology-supported collaboration has emerged as a vital educational approach, widely implemented in educational practice. However, the extent to which technology-supported collaboration enhances students’ learning outcomes remains uncertain. This paper employs meta-analysis methods to quantitatively analyze 48 empirical articles published over the past decade. The aim is to determine the effectiveness of technology-supported collaboration in improving students’ learning outcomes and the extent of its impact. The findings indicate that: (1) Technology-supported collaboration can enhance student learning outcomes to a certain extent, with an overall effect size at the upper-middle significant level (ES = 0.71, z = 14.36, P < 0.01, 95% CI [0.61, 0.80]); (2) Regarding learning outcome dimensions, technology-supported collaboration significantly impacts students’ academic achievement (ES = 0.80, z = 11.34, P < 0.01, 95% CI [0.66, 0.94]), while its impact on learning participation (ES = 0.67, Z = 6.82, P < 0.01, 95% CI [0.48, 0.87]) and learning attitude (ES = 0.52, z = 5.86, P < 0.01, 95% CI [0.35, 0.69]) is moderate; and (3) Group size (Chi2 = 14.07, P < 0.05), intervention duration (Chi2 = 13.83, P < 0.01), and subject area (Chi2 = 25.43, P < 0.05) all positively influence learning outcomes and are significant moderating factors. Based on these findings, recommendations for future academic research and teaching practice are provided to better enhance students’ learning outcomes within the context of technology-supported collaboration.