This article explores the complex interconnection between school discomfort and the potential of Media Education as a strategic approach for prevention and educational intervention. School discomfort is configured as a complex phenomenon, a constellation of negative experiences that can compromise the student's formative experience. By analyzing the multifactorial etiology and the varied manifestations of student malaise, it is highlighted how media education can foster more inclusive, motivating, and responsive learning environments tailored to students' needs.

This study examines the roles of illustrations in the translation of Eric Carle’s The Very Hungry Caterpillar, it focuses on the interplay between visual and textual elements in childrens’s literature. Through a comparative analysis of the German and Alabanian versions, this research explores how the images not only complement but also guide the translation process, by influencing linguistic choices and cultural adaptations. This book’s minimalistic text is paired with vibrant, symbolic illustrations it highlights the challenges translators face in maintaining narrative coherence and emotional impact across languages. This case study argues that illustrations function as a semiotic system that must be “translated” alongside the text to preserve meaning and accessibility for young readers. Ultimately, the study underscores the necessity of integrating visual literacy into translation studies, especially within the domain of children’s literature.

This article examines Erasmus Plus as a pivotal European Union programme for fostering citizenship education. It argues that Erasmus+, extending beyond academic and professional development, plays a crucial role in cultivating active participation in democratic society, intercultural understanding, and a sense of European identity among participants across its diverse sectors (School Education, VET, Higher Education, Youth, Adult Education, and Sport). The article explores how international mobility, a core component of Erasmus+, transforms abstract civic concepts into tangible experiences, thereby developing essential intercultural skills, critical thinking, and global awareness. It highlights the synergistic "virtuous circle" between mobility experiences and formal/non-formal citizenship education. Furthermore, the article discusses the importance of "decentering"—the capacity to critically assess one's own culture from an external perspective—as a key outcome catalyzed by Erasmus+ experiences, drawing on insights from Nussbaum and Todorov. It concludes that Erasmus+ serves as a vital instrument in forging responsible, engaged, and critically aware global citizens prepared for an interconnected world, strengthening the foundations for a more cohesive and aware global society.

English language teachers play a vital role in helping their students becoming a good readers. Reading is a mother of all skills to discover all things this world. The study determined the teaching reading comprehension to English language learners (ELLs) at Talitay National High School. Employing qualitative case study approach. Three English teachers participants were selected through purposive sampling technique. The in-depth interview with semi-structured research questionnaire was used to delineate the research phenomena. The data were analyzed using thematic analysis patterned on Clarke and Braun, (2017) Thematic Analysis. The results revealed that teachers let their students read a text by giving them guide questions to answer, identify their strengths and weaknesses, craft systematized reading program that would encourage and cater the student’s reading needs and interests, and the content of the reading activity shall be contextualized to achieve maximum relevance; some of the problems encountered in teaching reading comprehension to ELL were unfamiliar words, understanding the words and the thoughts of the text, and long texts; these problems can be addressed by using context clues, bringing a dictionary, and constant reading comprehension practices; and the common strategy identified to improve teaching reading to ELL was constant reading and writing. The study has implications for education, teachers, and students. Paper suggested that, Department of Education may conduct various training programs.

This study was conducted to examine children’s thoughts about animals in terms of various variables. The study included 411 children attending 4th, 5th, 6th, 7th, and 8th grades in Ankara. The data were collected with a questionnaire form prepared by the researchers. In the questionnaire, along with questions about demographic information of children, there are seven items to determine children’s thoughts about animals. The chi-square test was applied to examine the group differences according to the variables of gender, class, and whether or not to have a pet over the data obtained from the items of the Thoughts Towards Animals Questionnaire. As a result of the study, it was determined that girls were significantly more undecided than boys in the item “I think equestrian sport is important in terms of communicating with animals” and in the item “I like subjects related to animals”, children attending 6th-8th grades tended to disagree and remain undecided. Moreover, in the item “I think that animals on the street should be approached carefully”, it was found that the children attending the 4th and 5th grades tended to disagree, and in the items “I like the subjects related to animals, I think that animals should be adopted, I think that street animals have the right to live in proper conditions”, it was determined that the children who did not have pets tended to be undecided and only agreed with the related items, while the children who had pets tended to completely agree.