This article addresses an application performed in tertiary education—a department of pedagogical and educational sciences—of a contemporary method, Transformative Learning through Aesthetic Experience. The method is based on the use of art and aims to reinforce and promote the development of critical thinking within educational settings. Furthermore, the article focuses on exploring possible changes in the learners’ assumptions that are connected to the application of the method, especially regarding the duration and amplitude of these changes. Through a qualitative elaboration of the research findings, we found that the application of the specific method is effective within the training of teachers’ framework.

This study explored key predictors of teachers’ readiness for inclusive education, focusing on training, perceived success (self-efficacy), experience with students with special educational needs (SEN), and years of service. A total of 319 teachers completed questionnaires assessing professional preparation and four readiness dimensions identified through exploratory factor analysis: (F1) Teaching Adaptation and Collaborative Practices, (F2) Classroom Management and Behavioral Skills, (F3) Positive Attitudes toward Inclusion and Diversity, and (F4) Willingness to Cooperate and Comply. Multiple linear regression revealed that self-efficacy consistently predicted all four dimensions, underscoring its central motivational role in inclusive teaching. Training was positively associated with F1, while its effect on F2 was not significant. Experience with SEN predicted F2 and F4, suggesting that direct classroom exposure enhances behavioral management and collaborative engagement. Years of service predicted only F3, indicating that professional experience primarily fosters positive attitudes toward inclusion. Overall, the findings highlight that effective inclusive practices require transformative professional learning and a synergistic combination of strong self-efficacy, structured training, and experiential engagement, with each factor contributing differentially to specific aspects of teacher readiness.

The present study focuses on the psychological consequences of the pandemic on Greek teachers on anxiety, post-traumatic stress and personal skills. The research was conducted by a Greek university, a few months after the beginning of lockdown and changing the teaching process to distance education. An electronic questionnaire was used as a research tool, which was completed by 213 primary and secondary school teachers in Western Greece. The questionnaire included demographics as well as questions from three questionnaires: State Trait Anxiety Inventory, revised Impact of Event Scale, as well as selected questions from the Personal Skills Inventory. The elaboration of the findings revealed the existence of medium anxiety and low self-esteem for the teachers, as well as an estimation of the factors that increase them. Nevertheless, a discussion on the opportunities emerged for the teachers’ development and the contribution of Adult Education to this direction is ready to start.

In this article, we examine the opinions of Greek students at the University of Patras who participated in Erasmus mobility programmes. Based on the results of previous relevant studies in the Greek context on benefits and difficulties expressed by the participating Greek students, in the current research in-depth interviews were designed to investigate the implications of this experience for university pedagogy. Interviews were addressed to students from various disciplines that participated in mobility programmes in different countries and higher education environments during the past two years. The analysis of the research findings confirms the conclusions of previous studies on the development of critical thinking and specific skills for the participants. Regarding University Pedagogy, significant points of interest arise, elements that give the opportunity for a new perspective to approach International Mobility Programmes and Higher Education, but also highlight the need for further research.

This study focuses on the education of health professionals involved with psychosocial support for refugees. In order for the support of vulnerable groups to be effective, it is important first of all to become conscious and process their personal assumptions in relation to their profession and in relation to others and their needs. Cultivating reflective skills for health professionals could positively enhance both the provision of their services and their personal and professional development. Using the example of an e-learning training program, an attempt is made to investigate how health professionals think according to their education, stereotypical perceptions and their relationship with the refugee patient. The participants in the program were 135 health professionals of various specialties (doctors, nurses and social workers) serving in the Prefecture of Achaia, with relevant experience in migrant structures. Out of these, 89 people completed the LAS questionnaire with adjustments, after the end of the programme in the period between February-July 2020. The findings of the research show that a distance learning programme has the potential to provide reflective opportunities and awareness of migrant issues, as long as it is properly organised in this direction.