https://mail.grdspublishing.org/index.php/PUPIL <p><strong>ISSN</strong> <strong>2457-0648</strong></p> Global Research & Development Services Publishing en-US PUPIL: International Journal of Teaching, Education and Learning 2457-0648 <p><strong>Copyright of Published Articles</strong></p> <p>Author(s) retain the article copyright and publishing rights without any restrictions.</p> <p><a href="https://creativecommons.org/licenses/by-nc/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-nc/4.0/88x31.png" alt="Creative Commons License" /></a></p> <p>This work is licensed under a <a href="https://creativecommons.org/licenses/by-nc/4.0/" rel="license">Creative Commons Attribution-NonCommercial 4.0 International License</a>.</p> https://mail.grdspublishing.org/index.php/PUPIL/article/view/2915 <p><em>This study explores the Packetbook Project, an innovative initiative aimed at renewing Hungarian literature education in Slovakia. The primary objective of the project is to make students’ reading experiences more personal, relevant, and engaging by building on the freedom of choice, contemporary literature, and experiential pedagogical approaches. The paper provides an overview of the theoretical and methodological foundations of the Packetbook, investigates its pedagogical potential, and places special emphasis on the shift in assessment paradigms that align with its educational philosophy. At the core of this shift is the concept of formative assessment, which seeks not merely to evaluate students' performance but to actively support their learning progress. The Packetbook and formative assessment together constitute an interconnected framework that redefines the learning process as complex, personalized, and experience oriented.</em></p> Dávid Szabó L Ilona Ponyiné Hatvani Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0 2025-10-30 2025-10-30 9 3 1 16 10.20319/pijtel.2025.93.116 https://mail.grdspublishing.org/index.php/PUPIL/article/view/2918 <p><em>Humans living in ancestral environments tend to preserve inherited habits, including rituals and daily practices rooted in local wisdom. This traditional knowledge, reflecting ecological intelligence, is at risk of fading due to the lack of educational exposure. Using qualitative&nbsp; methods—observation, interviews, documentation, and audio-visual records—this study explores how schools can become a platform for revitalizing ecological intelligence through traditional knowledge. More importantly, this study introduces the integration of digital literacy as a vital tool in documenting, disseminating, and preserving traditional ecological knowledge. Digital storytelling, community-based multimedia archives, and ecopedagogical content delivered via online platforms enable students not only to appreciate but also to participate in the conservation of their cultural and ecological heritage. The findings suggest that both ecological intelligence and digital literacy can be developed in synergy through project-based learning rooted in local content. This combination equips students with the cognitive and technological skills necessary to engage with global environmental issues while remaining grounded in local wisdom.</em></p> Ali Syahban Amir Muhammad Basri Sahril Supriadi Eri Kurniawan Kamaruddin Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0 2025-07-15 2025-07-15 9 3 84 98 10.20319/pijtel.2025.92.8498