Sergios Sergiou

Simulation environments have gained prominence in teacher professional development (PD). However, prior research provides limited evidence on (a) whether simulation-based learning contributes to teaching quality in authentic classroom lessons and (b) for whom it is most effective, given variation in teachers’ Mathematical Knowledge for Teaching (MKT). To address these gaps, this quasi-experimental study focuses on the teaching of growing patterns in upper elementary early algebra and compares the contribution of three PD conditions (simulation-based, presentation-based, and a combination of simulation and presentation) with a control condition receiving no PD. The four groups, each comprising 12 elementary school teachers, were equivalent in background characteristics and MKT. Teachers’ mathematical quality of instruction during a growing-patterns lesson served as the primary outcome, and teachers’ initial MKT was examined as a moderator of intervention effects. Teachers in both groups involving a simulation component achieved significantly higher teaching-quality scores than those of the control group, with the combined simulation-and-presentation group performing significantly better than the presentation group and marginally better than the simulation group. Furthermore, MKT moderated the effects of the two simulation-based interventions, indicating that teachers did not benefit equally from these PD experiences. Thus, the contribution of simulation needs to be considered in relation to teachers’ entry-level competencies.

This mixed-methods study examines the digital competence of primary school teachers in Greece and Cyprus working in multilingual and multicultural mainstream classrooms. In response to the increasing diversity in European education, it explores how teachers perceive and implement digital competence to support inclusive and quality education. Using the DigCompEdu framework and an extended TPACK model, data were collected from 146 in-service teachers through a structured questionnaire. Cluster analysis revealed three distinct competence profiles-high, moderate, and low-while Kruskal–Wallis tests confirmed significant differences among them. Thematic analysis of open-ended responses, supported by Pearson correlation analysis, highlighted how teachers’ beliefs, infrastructural conditions, and pedagogical practices intersect. Highly competent teachers reported the use of inclusive digital strategies yet pointed to systemic barriers such as limited training and poor infrastructure. Less confident teachers expressed foundational challenges and dependence on external support. Across all profiles, contextual factors—school resources, time, student digital readiness, and access to professional development—were key. The study concludes that digital competence is not merely technical but deeply context-sensitive and pedagogical. It calls for differentiated, equity-oriented professional learning pathways aligned with Sustainable Development Goals 4 and 10, contributing to inclusive education and education for sustainability in linguistically diverse classrooms.

This mixed-methods study examines the digital readiness of primary school teachers in Greece and Cyprus working in multilingual and multicultural mainstream classrooms. In response to the increasing diversity in European education, it explores how teachers perceive and implement digital competence to support inclusive and quality education. Using the DigCompEdu framework and an extended TPACK model, data were collected from 146 in-service teachers through a structured questionnaire. Cluster analysis revealed three distinct competence profiles—high, moderate, and low—while Kruskal–Wallis tests confirmed significant differences among them. Thematic analysis of open-ended re-sponses, supported by Pearson correlation analysis, highlighted how teachers’ beliefs, infrastructural conditions, and pedagogical practices intersect. Highly competent teachers reported the use of inclusive digital strategies, yet pointed to systemic barriers such as limited training and poor infrastructure. Less confident teachers expressed foundational challenges and dependence on external support. Across all profiles, contextual fac-tors—school resources, time, student digital readiness, and access to professional development—were key. The study concludes that digital competence is not merely technical, but deeply context-sensitive and pedagogical. It calls for differentiated, equity-oriented professional learning pathways aligned with Sustainable Development Goals 4 and 10, contributing to inclusive education and education for sustainability in linguistically diverse classrooms.

This study aimed to examine whether we could use the discrepancy consistency method on CAS-2: Brief data collected in Cyprus. A total of 438 Grade 6 children (201 boys, 237 girls, M_age = 135.75 months, SD = 4.05 months) from Cyprus were assessed on the Cognitive Assessment System-2: Brief that is used to operationalize four neurocognitive processes, namely Planning, Attention, Simultaneous, and Successive (PASS) processing. They were also assessed on two measures of reading (Wordchains and CBM-Maze) and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). The results showed that 31.5% of our sample had a PASS disorder, and 8% to 10% of our sample had both a PASS disorder and an academic disorder. These numbers are similar to those reported in previous studies that used DCM in North America and suggest that the method can be used to inform instruction, particularly in places where no screening for learning disabilities is available.

The purpose of this study was to examine the role of intelligence—operationalized in terms of Planning, Attention, Simultaneous, and Successive (PASS) processing skills—in reading and mathematics. Two hundred and forty-two Grade 6 Greek-speaking students (114 boys and 128 girls, M_age = 135.65 months, SD = 4.12 months) were assessed on PASS processes, speed of processing (Visual Matching), reading (Wordchains and CBM-Maze), and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). The results of the hierarchical regression analyses showed that, after controlling for family’s socioeconomic status and speed of processing, Attention and Successive processing predicted reading and Planning and Simultaneous processing predicted mathematics. Taken together, these findings suggest that different PASS processes may account for individual differences in reading and mathematics.