Augmented Reality (AR) revolutionizes educational approaches by providing an immersive experience that superimposes virtual 3D elements onto the physical environment. This integration of virtual and real worlds addresses the challenge of understanding abstract concepts by enabling three-dimensional visualization and interaction. This study aims to assess the role of embodied cognition in science learning through AR technology, analyze its impact on collaborative, inquiry-based learning in primary science, and understand students' perceptions of its influence on their engagement and comprehension in collaborative science tasks. Data collection methods for this study included three focus group interviews and five video observations involving ten grade 5 students, totaling 23 participants, in a primary science classroom. The analysis utilized content, thematic, and multimodal frameworks to evaluate student interactions. The findings indicated that the use of AR significantly enhanced the students' learning experiences. Students' comprehension of complex scientific concepts improved through active engagement with 3D models using the AR application. The AR app's 3D virtual shapes encouraged students to move around more during lessons, likely because these shapes were engaging and offered various perspectives. The use of embodied learning was enhanced with the support of AR technology, as students were constantly in motion around the table, using their fingers to manipulate objects and explore 3D forms from different angles.

Sustainability education has become a global priority in educational systems, aiming to equip learners with the knowledge, values, and skills necessary to address complex environmental and social challenges. This study specifically aims to understand the role of science education in promoting students’ awareness of sustainability and their understanding of the interconnected relationship between humans and the environment, based on the perceptions and practices of primary science teachers in Al-Ahsa, Saudi Arabia. A qualitative approach was utilized, which included semi-structured interviews complemented by classroom observations as primary data collection instruments. The targeted participants comprised a purposive sample consisting of forty-nine primary-level science instructors from the Al-Ahsa district, located in eastern Saudi Arabia. Emergent concepts from open and axial coding processes by using grounded theory were developed with the gathered data. Based on the findings, teachers perceive science teaching not only as knowledge delivery but as an opportunity to cultivate critical thinking and nurture eco-friendly actions among pupils. Classroom practices that underscore environmental values and principles of sustainability foster a transformative view of the teacher’s role beyond traditional boundaries. The data also highlighted classroom practices that integrate environmental values and sustainability principles, reflecting a transformative perspective on the teacher’s educational role.

The research investigated how science education through integrated sustainability practices helps primary school students develop environmental identity while studying sustainability practices in their daily schoolwork. The research investigated methods to incorporate sustainability principles into regular school operations, which would lead students toward environmentally responsible conduct. The research used qualitative methods to achieve its goals. The research team conducted 60 sessions of semi-structured interviews and school observations in private schools located in Riyadh and Al-Ahsa regions of Saudi Arabia. The Grounded Theory method enabled researchers to generate concepts that directly stem from the collected data. The research results demonstrated that schools need to implement sustainability practices to teach students about nature-human connections and develop environmental values and sustainable practices and improve daily environmental practices and establish sustainable practices as school examples. The study demonstrated that students developed stronger environmental identity through daily school activities that incorporated sustainability education. Furthermore, students’ environmental behaviors improved through participation in activities such as waste sorting and tree planting. Based on these findings, the study recommends strengthening the role of science education in promoting sustainability through practical activities, training teachers in integrative environmental education strategies, developing curricula that emphasize sustainable practices, and involving parents in raising environmental awareness within the school community.

STEM education plays a key role in influencing and orienting students' interests towards STEM fields and careers. This influence is multifaceted, involving not only STEM content and experiences but also teachers, schools, and personal factors. The purpose of this study is to explore the factors impacting the academic performance of 951 tenth grade students in STEM subjects (physics, chemistry, biology, mathematics, and information technologies) who are attending public and private schools in two provinces of Turkey. Using a correlational research model, the study assessed how students' personal characteristics, teacher effectiveness and school characteristics affect achievement in STEM courses. Data were collected using the ‘Factors Affecting STEM Achievement Questionnaire (FA-STEM-A)’, a 20-item questionnaire divided into three sub-dimensions. Analyses focused on the relationships between student characteristics, teaching quality, school infrastructure and STEM performance. Structural equation modelling revealed that positive student characteristics, especially fondness for STEM subjects and confidence in STEM abilities, moderately increase achievement. In contrast, negative factors attributed to teachers and schools, such as inadequate classroom activities, lack of educator expertise, inadequate technological resources, and large class sizes, hindered student performance. These findings emphasize the important influence of both inherent student qualities and external educational conditions in determining STEM education. Keywords: STEM achievement, secondary students, STEM subjects, structural equation modeling

This research explored how early childhood science education contributes to developing children’s understanding of sustainability, with a particular focus on the concept of the carbon footprint as a tangible indicator of environmental impact. Using a qualitative design, semi-structured interviews were conducted with 33 award-winning science teachers from Saudi Arabia, the United Arab Emirates, and Jordan, while data was analyzed through grounded theory methodology. Findings revealed that effective integration of sustainability in early science education is achieved when teachers contextualize the carbon footprint concept through everyday classroom activities, link science lessons to real environmental issues, and engage children in experiential learning such as energy-saving practices and waste reduction. The research also revealed that sociocultural factors influence teachers’ implementation of sustainability concepts, highlighting both innovative practices and structural challenges. The research contributes to providing an empirically grounded framework for embedding sustainability and carbon footprint education in early childhood curricula. It recommends designing teacher training programs that equip teachers with practical, developmentally appropriate strategies to promote environmental culture and sustainable behavior from an early age.

Amid growing global environmental concerns, education plays a critical role in shaping students' understanding and attitudes toward sustainability. Science education, in particular, is uniquely positioned to foster environmental awareness and encourage responsible behaviors. This research was conducted to identify science teachers' perspectives regarding their role in instilling environmental sustainability values and reinforcing responsible behaviors among their students. A qualitative approach was employed through conducting interviews with a purposive convenience sample of 51 primary-stage science teachers in Saudi Arabia. Collected data was analyzed based on the grounded theory approach to facilitate the extraction of core ideas and themes. The findings demonstrated that teachers are deeply aware of their role in the reciprocal relation between human and the environment, which extends beyond knowledge transmission to shaping students' environmental behaviors, and that their environmental practices function as a model that strongly influences students' practices. Teachers' awareness of modeling, intellectual empowerment, and capability to link learning to real life situations demonstrated their deep understanding of how environmental education shapes long-term environmental attitudes. They highlighted empowering students to expect environmental challenges through integrating science curricula into real-life concerns. The findings strongly support integrating sustainability across disciplines to provide a comprehensive understanding of the concept and demonstrate science teachers' advanced educational vision to facilitate values and critical thinking rather than knowledge transmission. Keywords: primary science education, environmental sustainability, teachers' beliefs, contextualized teaching