{"id":1650,"date":"2026-05-19T15:23:28","date_gmt":"2026-05-19T15:23:28","guid":{"rendered":"https:\/\/www.jcetr.gr\/?page_id=1650"},"modified":"2026-05-19T16:12:58","modified_gmt":"2026-05-19T16:12:58","slug":"volume-8-issue-2-2024","status":"publish","type":"page","link":"https:\/\/www.jcetr.gr\/index.php\/volume-8-issue-2-2024\/","title":{"rendered":"Volume 8, issue 2, 2024"},"content":{"rendered":"\n

Editorial<\/mark><\/strong><\/strong><\/p>\n\n\n\n

Eleni Kasselouri-Hatzivassiliadi<\/strong><\/strong>, International Hellenic University, Greece<\/em>
<\/a>\"\"<\/a> Georgia Stavraki<\/strong><\/strong>, International Hellenic University, Greece<\/em><\/em>
Published online: May 2026, JCETR, 8(2), pp. 1-2.<\/p>\n\n\n\n

DOI: 10.5281\/zenodo.20162667<\/a><\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

In this issue of the Journal of Contemporary Education Theory and Research (JCETR) we host papers that zoom into relations between gender and education. Specifically, the papers included in this issue approach distinct dimensions of gender in different levels of education through diverse pedagogical, sociocultural, and quantitative perspectives. This issue thus attempts, to make \u2018space\u2019 for further understanding of how and what we know about gender DEI in education in order to provide \u201cdignified and accessible educational services to all members of society without predatory design\u201d (Arsel et al., 2022, p. 929). Alongside the discussions, emerging from the papers in this issue, we also acknowledge that advancing from formal equality to substantive gender justice requires an intersectional analytical framework (e.g., see Arsel et al., 2002), repeated (all-level) institutional commitment, and a systematic integration of gender-responsive pedagogical practices.<\/p>\n\n\n\n

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Kasselouri-Hatzivassiliadi, E., & Stavraki, G. (2024). Editorial. Journal of Contemporary Education Theory & Research, 8(2), 1\u20132. https:\/\/doi.org\/10.5281\/zenodo.20162667<\/a><\/p>\n\n\n\n

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Feminist waves and gender studies in Greece<\/mark><\/strong><\/p>\n\n\n\n

Published online: May 202<\/em>6<\/p>\n\n\n\n

\"\"<\/a>Vassiliki Pliogou<\/strong>, University of Western Macedonia, Florina, Greece<\/p>\n\n\n\n

DOI: 10.5281\/zenodo.20047784<\/a> <\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

Feminism is a set of theories, ideals, beliefs, and philosophies, as well as a dynamic political and social movement, based on the idea that all genders are equal in terms of rights, opportunities, and freedoms. Female oppression, inequality, discrimination, exclusion, and the dismantling of patriarchy and sexism have been central to feminist debate. Feminist thought and movements are neither static nor unified or homogeneous; on the contrary, throughout history, feminism has evolved into four distinct waves, with their content, aspirations, claims, and advocacy largely defined by the broader historical, political, economic, social, and cultural context of each geographical setting. Difference, identity, intersectionality, roles, equality, rights, human rights, post-colonialism, justice, gender-based violence, empowerment, sustainable development, and transformation have been some of the main concepts that have preoccupied feminist discourse over time. The impact of feminist movements, which have successfully united scholars, academics, politicians, activists, and grassroots organizations, is significant across all spheres of life\u2014politics, economy, culture, society, education, research, and the environment. However, although much progress has been made in terms of equality and empowerment, globally, there is still much work to be done. Gender Studies, an interdisciplinary field drawing from various disciplines\u2014anthropology, sociology, biology, linguistics, history, political science, cultural studies, queer studies, and others\u2014focuses on the ideological, political, and socio-cultural dimensions of gender and sexual categorization, as well as gender and sexual relations. The study of how sexualized and gendered identities are constructed and transformed through the intersection of other forms of identity and social factors, both at the individual and societal level, has dominated the field of Gender Studies. The present paper aims to trace the history of the four waves of feminism in Greece, shaped by local and international pressures and distinctive political, social, economic, and cultural conditions, following current global trends. Additionally, it seeks to present Gender Studies in Greece, which over the past decades has evolved as a distinct and developing field in academic scholarship, highlighting its significant contribution to education and its broader impact on political and social life.<\/em><\/p>\n\n\n\n

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Pliogou, V. (2024). Feminist waves and gender studies in Greece. Journal of Contemporary Education Theory & Research, 8(2), 3\u201312. https:\/\/doi.org\/10.5281\/zenodo.20047784<\/a><\/p>\n\n\n\n

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The influence of gender on the choice of constructive play: The role of space and materials in kindergarten<\/mark><\/strong><\/p>\n\n\n\n

Published online: May 202<\/em>6<\/p>\n\n\n\n

\"\"<\/a>Zoe Konstantinou<\/strong>, Aristotle University of Thessaloniki, Greece
\"\"<\/a>Maria Papandreou<\/strong>, Aristotle University of Thessaloniki, Greece<\/p>\n\n\n\n

DOI: 10.5281\/zenodo.20047914<\/a> <\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

Play in early childhood education serves as a key context for learning and social development, yet it may also reproduce existing social and gender stereotypes shaped by the physical and pedagogical environment. This case study examines how modifications to classroom space and materials influence children\u2019s choices relating to free constructive play.. The research was conducted in a public kindergarten with 21 children aged 4\u20136 years. Data were collected through systematic field observations using a structured checklist across three phases: an initial month of baseline observation, a two-week spatial and material intervention informed by the Mosaic approach, and a final month of post-intervention observation following three months of free engagement in the redesigned environment. The intervention involved the enrichment of construction resources\u2014including loose parts\u2014as well as the reconfiguration of the classroom space to support children\u2019s autonomy and free movement between learning areas. Findings indicate an overall increase in participation in constructive play, with a particularly notable rise in girls\u2019 engagement. These changes appear to be associated with the expanded material diversity, the child-centered spatial design, and the integration of interconnected play areas. The study highlights the importance of democratic, flexible learning environments that encourage inclusive participation and diminish gendered patterns in children\u2019s play.<\/em><\/p>\n\n\n\n

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Konstantinidou, Z., & Papandreou, M. (2024). The influence of gender on the choice of constructive play: The role of space and materials in kindergarten. Journal of Contemporary Education Theory & Research, 8(2), 13\u201318. https:\/\/doi.org\/10.5281\/zenodo.20047914<\/a><\/p>\n\n\n\n

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Gender representations in children’s audiovisual material and the formation of gender identity in early childhood: A literature review<\/mark><\/strong><\/p>\n\n\n\n

Published online: May 202<\/em>6<\/p>\n\n\n\n

\"\"<\/a>Aikaterini Tsaridou<\/strong>, International Hellenic University, Greece<\/em><\/em>
\"\"<\/a>Dafni Petkou<\/strong>, International Hellenic University, Greece<\/em><\/em>
\"\"<\/a>Michael Vitoulis<\/strong>, International Hellenic University, Greece<\/em><\/em>
\"\"<\/a>Nikolaos Panagiotou<\/strong>, Aristotle University of Thessaloniki, Greece<\/em><\/p>\n\n\n\n

DOI: 10.5281\/zenodo.20047995<\/a> <\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

This paper explores how gender is portrayed in children\u2019s audiovisual media and how such portrayals shape the formation of gender identity during the preschool years. Drawing on poststructuralist and sociocultural perspectives, it emphasizes that gender identity emerges through ongoing social interactions, language use and culturally embedded norms. Audiovisual materials \u2013 including cartoons, television series and advertisements aimed at young audiences \u2013 operates as socializing agents that convey stereotypical depictions influencing children\u2019s understandings of gender roles. The study synthesizes theoretical and empirical literature, highlights the educational value of critically unpacking stereotypes through critical literacy approaches and suggests pedagogical strategies that promote equality, inclusion and expressive freedom in early childhood settings.<\/em><\/p>\n\n\n\n

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Tsaridou, A., Petkou, D., Vitoulis, M., & Panagiotou, N. (2024). Gender representations in children’s audiovisual material and the formation of gender identity in early childhood: A literature review. Journal of Contemporary Education Theory & Research, 8(2), 19\u201326. https:\/\/doi.org\/10.5281\/zenodo.20047995<\/a><\/p>\n\n\n\n

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Gender disparities in Greek computer science PhDs <\/mark><\/strong><\/p>\n\n\n\n

Published online: May 202<\/em>6<\/p>\n\n\n\n

\"\"<\/a>Dimitrios Kravvaris<\/strong>, International Hellenic University, Greece<\/em><\/em><\/p>\n\n\n\n

DOI: 10.5281\/zenodo.20048074<\/a> <\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

Spanning more than four decades\u2014from 1983 to 2025\u2014this study examines the evolving landscape of gender representation and field specializations among Computer Science PhDs in Greece. By curating and analyzing a comprehensive dataset of 2,474 doctoral dissertations, we aim to uncover the temporal shifts, institutional variations, and the persistent influence of gender stereotypes on women’s academic paths. Our findings expose a profound historical disparity: throughout the 43-year period, women comprised only 21.85% of PhD recipients, while men accounted for the vast majority (78.15%). Although these figures highlight a significant long-term gap, they also reflect a complex and gradually shifting trajectory of female participation in the Greek computing ecosystem. But in the field of women\u2019s admission to the programs, the numbers of women have actually increased, from only 10% in 1983-1987 to its maximum recent figure of 31.68% in 2023-2025. This upward trend is additionally confirmed by the linear regression, with a linear regression slope of 0.51% per year (p<0.01, R2 =0.93), meaning the trend is clear as we keep progressing on the gender parity curve. In close analysis of field-by-field distribution, we may see various interesting patterns. Female participants in interdisciplinary Computer Science fields are much more numerous. So, for example, Informatics in Education\/Health has a total female representation of 35.48%, and Bioinformatics a female representation of 35.03%. On the other hand, traditional technical areas of research remain male dominated. The network and system sectors have a gender participation rate of 16.03%, while Algorithms and Data structures had a female participation rate of 16.34%. The chi-square test (\u03c72 =65.7, p = 0.001, df =10) indicates that there is a significant relationship between gender and field choice and indicates that gender stereotype that prevails strongly leads women to select fields to the extent that these fields are considered to be more productive or \u201cless \u201ctechnical.\u201d Institutional discrepancies also play their part heavily. At 30.11%, female students also responded to the study at National and Kapodistrian University of Athens, thus showing that a university policy and institutional climate (or institution) directly affect recruitment and retention of the female PhD students. Further, the research revealed that there are some specific time ranges where we are looking for strong trends: as we can see from higher growth in Informatics education and health (0.75% annually), and Bioinformatics (0.68% annually) than we look at the more technical subjects. Overall the results collectively emphasize the absolute relevance of tailored interventions against the long standing gender deficit within the Greek Computer Science PhD programmes.<\/em><\/p>\n\n\n\n

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Kravvaris, D. (2024). Gender disparities in Greek computer science PhDs. Journal of Contemporary Education Theory & Research, 8(2), 27\u201332. https:\/\/doi.org\/10.5281\/zenodo.20048074<\/a><\/p>\n\n\n\n

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School bullying and gender in secondary education: A literature review <\/mark><\/strong><\/p>\n\n\n\n

Published online: May 202<\/em>6<\/p>\n\n\n\n

Anastasia Avgeri<\/strong>, Secondary Education Teacher, Greece<\/em><\/em>
Maria Mantziou<\/strong>, Secondary Education Teacher, Greece<\/em><\/em>
Alexandra Pedouli<\/strong>, Secondary Education Teacher, Greece<\/em><\/em><\/p>\n\n\n\n

DOI: 10.5281\/zenodo.20048146<\/a> <\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

This paper, through a literature review and critical analysis of research, explores the issue of the influence of the gender factor on the dimensions of school bullying. A literature investigation of the phenomenon of school bullying from the perspective of gender is attempted, focusing on secondary education. The subject of the study is the different perceptions, forms of manifestation and strategies of reaction to bullying by boys and girls. The findings of this literature study demonstrate the need for educational policies and interventions that enhance the recognition and treatment of all forms of aggression. The role of the teacher in secondary education becomes decisive in the formation of a safe, supportive and equal school environment. Secondary education teachers are called upon to recognize gender differences and adopt strategies that enhance inclusion, solidarity and cooperation in the school environment.<\/em><\/p>\n\n\n\n

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Avgeri, A., Mantziou, M., & Pedouli, A. (2024). School bullying and gender in secondary education: A literature review. Journal of Contemporary Education Theory & Research, 8(2), 33\u201337. https:\/\/doi.org\/10.5281\/zenodo.20048146<\/a><\/p>\n\n\n\n

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School bullying and gender in secondary education: A literature review <\/mark><\/strong><\/p>\n\n\n\n

Published online: May 202<\/em>6<\/p>\n\n\n\n

\"\"<\/a>Anastasia Vasileiou<\/strong>, Hellenic Open University, International Hellenic University, Greece<\/em><\/em>
\"\"<\/a>Georgios Tsekouropoulos<\/strong>, International Hellenic University, Greece<\/em><\/em><\/em>
\"\"<\/a>Dimitrios Theocharis<\/strong>, International Hellenic University, Greece<\/em><\/em>
\"\"<\/a>Evangelos Grigoriadis<\/strong>, Aristotle University of Thessaloniki, Greece<\/em><\/em><\/em><\/p>\n\n\n\n

DOI: 10.5281\/zenodo.20048236<\/a> <\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

he global tourism industry can be a powerful engine for cultural exchange and social connections. However, it often lags behind in terms of gender equality and inclusion. While the sector has the potential to bridge the gaps, many professionals still lack the specialized training needed to address existing gaps related to marginalization and diversity. This study addresses these challenges by examining peer-reviewed papers published between 2019 and 2025 to determine how modern education is evolving to meet these needs. The research shows that successful programs no longer simply teach business logistics. They now integrate inclusive pedagogy and internationalized curricula directly into the student experience. By fostering closer ties between universities and industry leaders, these programs use real-world case studies to build sociocultural competence and ethical awareness. Ultimately, the findings suggest that treating gender equality as a core strategic  objective rather than simply a moral obligation is essential. This shift positions inclusive education not as an optional add-on, but as an important foundation of a sustainable and resilient tourism industry.<\/em><\/p>\n\n\n\n

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Vasileiou, A., Tsekouropoulos, G., Theocharis, D., & Grigoriadis, E. (2024). Modern educational approaches to gender and diversity in tourism. Journal of Contemporary Education Theory & Research, 8(2), 38\u201342. https:\/\/doi.org\/10.5281\/zenodo.20048236<\/a><\/p>\n\n\n\n

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Editorial Eleni Kasselouri-Hatzivassiliadi, International Hellenic University, Greece Georgia Stavraki, International Hellenic University, GreecePublished online: May 2026, JCETR, 8(2), pp. 1-2. DOI: 10.5281\/zenodo.20162667 Abstract In this issue of the Journal of Contemporary Education Theory and Research (JCETR) we host papers that zoom into relations between gender and education. Specifically, the papers included in this issue approach [\u2026]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"_links":{"self":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages\/1650"}],"collection":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/comments?post=1650"}],"version-history":[{"count":8,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages\/1650\/revisions"}],"predecessor-version":[{"id":1665,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages\/1650\/revisions\/1665"}],"wp:attachment":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/media?parent=1650"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}