Learning, Training, and Education in Schools in the Third Millennium

In recent decades, increasing attention has been devoted to the role of emotional factors in students’ academic success and holistic development. Emotional intelligence, defined as the capacity to perceive, understand, regulate, and utilize emotions, is recognized as a critical predictor of academic adjustment and educational achievement. This study aims to systematically analyze the role of emotional intelligence in predicting students’ academic adjustment and its implications for learning outcomes in contemporary educational contexts. The research explores major components of emotional intelligence, including emotional awareness, self-regulation, empathy, social skills, and motivation, and examines their relationships with key indicators of academic adjustment such as school belonging, positive learning attitudes, academic engagement, and stress management. The findings indicate that students with higher levels of emotional intelligence demonstrate stronger academic adjustment and superior educational performance. Moreover, emotional intelligence serves as a significant mediating factor in reducing academic anxiety, enhancing educational resilience, and fostering intrinsic motivation. The analysis further suggests that contemporary learning environments emphasizing social interaction, emotional support, and active participation provide optimal conditions for developing emotional intelligence and, consequently, academic adjustment. The study underscores the importance of integrating social–emotional learning into curricula and preparing teachers to implement emotionally responsive instructional practices. Practical recommendations are offered to enhance the quality and effectiveness of educational systems.

The rapid transformation of contemporary educational systems has intensified the need to move beyond traditional teaching methods toward active and learner-centered approaches. Among these, project-based learning has emerged as a powerful pedagogical model that promotes deep engagement, meaningful learning, and the development of essential student competencies. The purpose of this study is to analyze the role of project-based learning in fostering students’ problem-solving skills and self-regulated learning and to explore the underlying mechanisms through which this approach operates in modern educational environments. Drawing on a comprehensive synthesis of high-quality empirical studies, the research examines key dimensions of project-based learning, including task design, teacher facilitation, learner interaction patterns, and their influence on students’ cognitive and metacognitive processes. The findings indicate that project-based learning enhances students’ ability to identify problems, generate multiple solutions, evaluate alternatives, and apply effective strategies through authentic and complex learning situations. Furthermore, the approach significantly strengthens self-regulated learning by promoting goal setting, strategic planning, progress monitoring, and reflective self-evaluation. The results also demonstrate that technologically enriched and flexible learning environments considerably amplify the effectiveness of project-based learning. The study highlights the necessity of systematically integrating project-based learning into curricula and equipping teachers with the professional competencies required for its successful implementation. Practical implications are offered for educational policymakers, curriculum designers, and school administrators seeking to improve instructional quality and learner outcomes.

The purpose of this study was to provide an in-depth and integrated analysis of the role of the family in shaping academic attitudes and educational developmental pathways of children and adolescents. This research employed a qualitative review design using a thematic analysis approach. Data were collected exclusively through a systematic review of the scholarly literature. Following a rigorous screening process, 15 eligible peer-reviewed articles were selected and analyzed using NVivo software (version 14). Data coding was conducted in three stages—open, axial, and selective coding—and analysis continued until theoretical saturation was achieved. The credibility of the findings was strengthened through constant comparison, iterative review of codes, and verification of conceptual consistency. The results indicated that family interaction patterns, family capital, and motivational processes constitute the core mechanisms through which families influence academic attitudes and educational development. Supportive parenting styles, high-quality parent–child communication, emotionally secure family climates, and strong cultural, social, and economic capital were found to significantly enhance students’ academic motivation, self-efficacy, educational resilience, learning engagement, and long-term academic persistence. The family plays a fundamental and multidimensional role in shaping academic attitudes and directing educational trajectories, and strengthening parental educational competencies should be considered a key strategy for improving educational quality and reducing academic failure.

This study aims to provide an integrated explanation of the role of school climate in students’ mental health, academic motivation, and educational performance based on existing scientific evidence. This research is a qualitative review using thematic analysis. Data were collected through a systematic literature search in major academic databases. Fifteen relevant studies were selected after applying inclusion and exclusion criteria. Data were analyzed using NVivo 14 through open, axial, and selective coding until theoretical saturation was achieved. Results indicated that school psychosocial climate plays a fundamental role in improving mental health, strengthening academic motivation, and enhancing educational performance. Key components such as positive teacher–student relationships, sense of school belonging, perceived educational justice, and positive classroom emotional atmosphere were identified as major factors contributing to reduced anxiety and academic depression, increased self-efficacy, intrinsic motivation, academic engagement, and learning sustainability. Findings confirm that school climate is not merely a learning context but a strategic determinant of students’ psychological well-being and academic success, and its improvement can lead to sustainable educational development.

This study aimed to explain the role of emotional intelligence in predicting students’ academic adjustment and educational success through a systematic qualitative review of existing research. This qualitative review study employed a theoretical analysis approach based on a systematic examination of the literature. Data were collected from 15 purposefully selected national and international scientific articles. The selection process continued until theoretical saturation was achieved. The extracted data were analyzed using thematic analysis through open, axial, and selective coding. NVivo software version 14 was used for data management and qualitative analysis. The findings indicated that emotional intelligence, through intrapersonal and interpersonal competencies, plays a critical role in strengthening academic adjustment, which in turn enhances key indicators of educational success, including academic achievement, self-efficacy, achievement motivation, academic satisfaction, and academic flourishing. Furthermore, emotional intelligence contributes to reducing academic stress and improving school-based social relationships, leading to higher academic engagement and persistence. Emotional intelligence is a fundamental predictor of academic adjustment and educational success. Integrating emotional skills training into school curricula can significantly enhance students’ sustainable academic performance and overall educational quality.

The purpose of this study was to systematically explain the mechanisms of interaction between learners’ learning styles and digital learning environments and their role in enhancing effective learning. This study adopted a qualitative review design using a theoretical–interpretive approach. Data were collected through a systematic review of the literature, and 15 scientific articles were purposively selected based on relevance, methodological rigor, and conceptual richness. Data collection and analysis were conducted simultaneously until theoretical saturation was achieved. Qualitative data were analyzed using NVivo 14 software through open, axial, and selective coding, resulting in the extraction of a comprehensive conceptual framework of the interaction between learning styles, digital environment characteristics, and effective learning outcomes. The findings revealed that alignment between learners’ learning styles and the design of digital learning environments significantly enhances cognitive engagement, academic motivation, self-regulated learning, and social interaction. This interaction leads to improved academic performance, deeper learning, increased learner satisfaction, motivational persistence, and development of 21st-century skills. Furthermore, digital environments with effective multimedia design, high interactivity, and personalization capabilities play a critical role in facilitating effective learning. Effective learning in digital contexts emerges from a dynamic interaction between individual learner characteristics and intelligent instructional design, and simultaneous attention to both dimensions can substantially improve the quality of contemporary education systems.

This study aims to comprehensively identify the psychological dimensions of e-learning and explain their effects on learners’ academic engagement. This study employed a qualitative review design using inductive content analysis. Relevant scholarly articles in the fields of e-learning and educational psychology were systematically reviewed. Using purposive sampling and theoretical saturation, 15 articles were selected as the unit of analysis. Data were collected exclusively through literature review and analyzed using NVivo 14. The analytical process involved open, axial, and selective coding, which led to the extraction of major themes and related subthemes. The analysis revealed four major themes: motivation and cognitive engagement, psychological and emotional well-being, social interaction and learner identity, and academic and behavioral outcomes. These interconnected dimensions significantly influence cognitive, emotional, and behavioral engagement of learners and play a critical role in academic achievement, learning satisfaction, educational commitment, and persistence in e-learning environments. The findings indicate that the effectiveness of e-learning fundamentally depends on psychologically informed instructional design, and simultaneous attention to motivational, cognitive, emotional, and social factors is essential for enhancing sustainable academic engagement.

This study aims to systematically examine the role of self-regulated learning in improving students’ academic performance and motivational persistence based on existing research evidence. This study employed a qualitative review design using interpretive content analysis. The research population consisted of published studies related to self-regulated learning, academic performance, and academic motivation. Through purposive sampling and theoretical saturation, 15 high-quality research articles were selected. Data collection was conducted exclusively through literature review, and the selected texts were analyzed using NVivo software (version 14). The analytical process involved open, axial, and selective coding, which led to the extraction of core themes and the development of an integrated conceptual framework. The findings revealed that self-regulated learning, through cognitive, motivational, emotional, and behavioral mechanisms, significantly enhances academic performance and motivational persistence. Key components identified included goal setting, progress monitoring, time management, academic self-efficacy, emotional regulation, and compensatory learning strategies, all of which contribute to increased academic engagement, reduced academic burnout, and improved educational well-being. Self-regulated learning represents a fundamental competency for students’ academic success and sustained motivation, and integrating self-regulation skills training into school curricula can substantially improve learning quality and educational outcomes.