Teachers’ Professional Development Massive Open Online Courses (TPD-MOOCs) are a new form of MOOCs and have influenced an intense research interest. This study reports on the design and implementation of a TPD-MOOC which utilizes digital educational content and Open Educational Recourses (OER) and supports in-service elementary school teachers to enhance their self-efficacy beliefs. In the design framework we take into consideration the findings of previous research and the educational needs of the participants. We conducted an experimental design research and compared the teachers’ self-efficacy beliefs before and after their participation in a TPD-MOOC. A total of 251 teachers enrolled in this course and 142 of them completed it. We used quantitative data to measure the enhancement of teachers’ self-efficacy beliefs and the effectiveness of the course. The results provide evidence that our TPD-MOOC improved in service elementary school teachers’ self-efficacy beliefs in teaching biological concepts. Recommendations are made for future research.

This paper studies the Centers for Teaching and Learning (CTL) of the 100 top Universities in the world and investigates their role and services. The vast majority of these Centers is located in educational institutions of the US, the UK, Australia and Canada. CTL services cover many areas and target several portions of the university population. They try to meet contemporary requirements and aim to enhance teaching, learning and research processes. They usually do not restrict their fields of activities to teaching staff (faculty members, post-graduate students), extending them to students and research staff as well. Literature review indicates that the main areas in which students face difficulties and need help are: the pace of study, academic and study skills, some psychological factors, active participation in learning and self-directed learning. As a result, to help learning and enhance academic success, CTLs try to offer activities that boost academic skills (studying strategies and productivity enhancement), acceptable academic behavior, digital skills and general support and guidance.

Purpose: Remote work continues to transform both organizational structures and individual work experiences, introducing new dynamics that can simultaneously enhance or undermine employees’ mental health and overall well-being. These evolving conditions influence levels of stress, resilience and burnout within increasingly digital and flexible work environments. The present study aimed to provide a comprehensive understanding of how remote work affects occupational stress, mental health, burnout and employee well-being through a bibliometric analysis of Scopus-indexed literature complemented by a narrative synthesis of emerging research themes. Methods: A total of 185 peer-reviewed documents were retrieved from the Scopus database and analyzed using the VOSviewer software, version 1.6.20 (0) (Leiden University, Leiden, The Netherlands). The study employed performance analysis techniques to assess annual publication trends, identify the most influential authors and sources and evaluate citation impact. Furthermore, science mapping methods, including co-authorship, bibliographic coupling, co-citation, and co-occurrence analyses, were used to visualize the intellectual structure and thematic evolution of the field. Results: The co-occurrence analysis identified three major thematic clusters. We first explored how the abrupt shift to teleworking redefined employee well-being, the second examined the psychological consequences of evolving work environments on mental health and occupational stress and the third investigated the prevalence, determinants and contextual factors of occupational burnout across professional domains. Conclusions: The findings demonstrated complex interrelations among remote work, occupational stress, mental health, and burnout, highlighting that the accelerated adoption of remote work—especially during and after the COVID-19 pandemic—has substantially reshaped employees’ psychological health and work experiences. Thus, remote work emerges as a double-edged phenomenon that can either foster resilience and well-being or heighten stress and burnout, depending on the availability of supportive organizational structures, psychosocial resources, and adaptive coping mechanisms.

Background/Objectives: Schizophrenia is associated with cognitive deficits that may compromise everyday functioning, including driving. This review systematically examined recent original research (2015–2025) on driving performance in individuals with schizophrenia with a focus on neuropsychological factors, applying a narrative synthesis given the heterogeneity of designs and outcomes, while no quantitative meta-analysis was feasible. Methods: Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a structured search of PubMed and Scopus was conducted on 4 May 2025. The inclusion criteria were original studies involving individuals diagnosed with schizophrenia, published between 2015 and 2025. Studies on animals, other psychiatric or neurological conditions, and healthy populations were also excluded. Critical appraisal was performed using the Joanna Briggs Institute (JBI) tools. Extracted data included sample demographics, cognitive deficits, neuropsychological assessments, brain imaging, and the main findings. A narrative synthesis was then performed. Results: Six high-quality studies met the inclusion criteria. Findings were grouped into three categories: (1) driving behavior: fitness to drive varied widely across individuals, (2) cognitive deficits and brain activity: poorer driving-related performance was consistently associated with specific impairments in cognition and brain structure, and (3) medication effects: individuals taking certain atypical antipsychotics demonstrated better driving performance compared to those on other types of medication, while extrapyramidal symptoms negatively influenced driving fitness. Conclusions: Driving in schizophrenia is shaped by cognitive, clinical, and pharmacological factors. These findings highlight the clinical relevance of individualized evaluations, integration into personalized care and targeted rehabilitation to promote driving autonomy and community inclusion. This area remains under-researched, as only six studies met the inclusion criteria, which restricts the robustness and generalizability of the conclusions. Funding: This review received no funding from any external sources. Registration: The review protocol was submitted to PROSPERO (International Prospective Register of Systematic Reviews) under registration number CRD420251060580.

This paper concerns the investigation of the educational needs of a group of teachers, who expressed interest in attending a training program that utilized Digital Educational Content and Open Educational Resources in the teaching of biological concepts in Primary School. The results of the research showed that the teachers wish to be trained in all the subjects of the Curriculum with an emphasis on environmental and disease issues and on new skills and practices that promote the student-centered model. Moreover, they wish for a program to utilize Digital Educational Content and cultivate scientific skills and scientific literacy in students. Regarding the form of the program, participants preferred asynchronous and suggested a duration of 4-5 weeks. Article visualizations: