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Education Sciences

Education Sciences is an international, peer-reviewed, open access journal on education, published monthly online by MDPI. The European Network of Sport Education (ENSE) is affiliated with Education Sciences and its members receive discounts on the article processing charges.

Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
High Visibility: indexed within Scopus, ESCI (Web of Science), Educational Research Abstracts, PsycInfo, and other databases.
Journal Rank: JCR - Q1 (Education and Educational Research) / CiteScore - Q1 (Physical Therapy, Sports Therapy and Rehabilitation)
Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 26.5 days after submission; acceptance to publication is undertaken in 3.9 days (median values for papers published in this journal in the second half of 2025).
Recognition of Reviewers: reviewers who provide timely, thorough peer-review reports receive vouchers entitling them to a discount on the APC of their next publication in any MDPI journal, in appreciation of the work done.
Companion journal: AI in Education.
Journal Cluster of Education and Psychology: Adolescents, AI in Education, Behavioral Sciences, Education Sciences, International Journal of Cognitive Sciences, Journal of Intelligence, Psychology International and Youth.

Impact Factor: 2.6 (2024); 5-Year Impact Factor: 2.7 (2024)

Imprint Information Journal Flyer Open Access ISSN: 2227-7102

Latest Articles

15 pages, 718 KB

Open AccessArticle

Learner Satisfaction with Technical and Non-Technical Skills in an Accredited Healthcare Simulation Centre: A Retrospective Study

by Silvia Reveré-Villarroya, Gerard Mora Lopez, Laia Grau-Castell, Jose Maria Esteban Blanco, Jordi Baucells Rodriguez, Ramon Palau and Mireia Adell-Lleixà

Educ. Sci. 2026, 16(5), 807; https://doi.org/10.3390/educsci16050807 (registering DOI) - 21 May 2026

Clinical simulation is a cornerstone of healthcare education, yet comparative evidence on learner perceptions of technical skills (TS) versus non-technical skills (NTS) training remains limited. This study aimed to examine Kirkpatrick Level 1 satisfaction across simulation course types and explore associations with participant [...] Read more.

Clinical simulation is a cornerstone of healthcare education, yet comparative evidence on learner perceptions of technical skills (TS) versus non-technical skills (NTS) training remains limited. This study aimed to examine Kirkpatrick Level 1 satisfaction across simulation course types and explore associations with participant characteristics. We conducted a retrospective analysis of 1806 healthcare professionals who attended 133 simulation sessions between 2024 and 2025. Participants completed a 16-item ad hoc questionnaire (Cronbach α = 0.959) covering four domains scored 1–10. Domain scores were compared between TS (n = 1224) and NTS (n = 582) courses using Welch t-tests and Cohen’s d. Spearman correlations assessed associations with age, gender, and professional category. Overall learner satisfaction was excellent (mean 9.55 ± 0.70). TS courses scored significantly higher across all domains (p < 0.001), with effect sizes ranging from small (d = 0.21–0.28) to moderate-approaching (d = 0.45) in the Simulation/Methodology domain. Item-level analysis highlighted perceived improvement in technical skills (d = 0.49) and error awareness (d = 0.43) as the most discriminating factors. Age, gender, and professional category were significantly associated with course type (all p ≤ 0.020). Both TS and NTS simulations achieve high learner satisfaction. The perceptual advantage of TS courses suggests that instructional strategies enhancing the tangibility of NTS learning outcomes are warranted to optimize learner engagement and satisfaction. Full article

(This article belongs to the Special Issue Transforming Education: Integrating Digital Technology for Learning and Assessment)

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24 pages, 3515 KB

Open AccessArticle

Identifying Courses for Targeted Review Using GAP Analysis and Machine Learning

by Kishore Joseph, Wesley C. Calvert, Oliver Keys, Jr. and Shannon M. McCrocklin

Educ. Sci. 2026, 16(5), 806; https://doi.org/10.3390/educsci16050806 (registering DOI) - 20 May 2026

We examined the limitations of observed course DFWI rates (% of D and F grades, withdrawals, and incompletes) as evaluation metrics, which obscure student characteristics, course design, instruction, structure, and latent factors, posing challenges in identifying courses that need improvement. An artificial neural [...] Read more.

We examined the limitations of observed course DFWI rates (% of D and F grades, withdrawals, and incompletes) as evaluation metrics, which obscure student characteristics, course design, instruction, structure, and latent factors, posing challenges in identifying courses that need improvement. An artificial neural network (ANN) was trained using student data to model risk, accounting for variations in student characteristics. The model’s predictions on test data were averaged at the course level, producing expected DFWI rates based on student composition. Courses with high observed DFWI rates and large deviations between observed and predicted DFWI rates (the GAP) were ranked and prioritized for review, as they may reflect aspects of course design, structure, or instructional practices warranting further qualitative evaluation. Our predictions are non-causal, and modeling calibration varies across subgroups; therefore, the original GAP rankings, robust to a post-hoc calibration check, are presented as risk-adjusted indicators for prioritizing courses for further review rather than as definitive causal measures of course quality. Rankings based on observed DFWI rates differ substantially from risk-adjusted GAP rankings, indicating that relying on observed DFWI rates alone may misidentify high-risk courses. Our methodology can assist educators and administrators in making fair resource allocation decisions and improving student outcomes. Full article

(This article belongs to the Section Higher Education)

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28 pages, 359 KB

Open AccessArticle

Because I’m a Person of Color? Stories of Well-Being, Challenges, and Strengths Among Early Childhood Leaders of Color

by Xiangyu Zhao, Sae L. F. Chapman, Bo Young Park, Jason T. Downer, Wintre Foxworth Johnson and Lieny Jeon

Educ. Sci. 2026, 16(5), 805; https://doi.org/10.3390/educsci16050805 (registering DOI) - 20 May 2026

Leadership plays a critical role in promoting equitable and high-quality early care and education (ECE) environments. Within this context, leaders of color bring unique perspectives and experiences that support ECE teachers, children, and families with diverse backgrounds. Despite their importance, there is limited [...] Read more.

Leadership plays a critical role in promoting equitable and high-quality early care and education (ECE) environments. Within this context, leaders of color bring unique perspectives and experiences that support ECE teachers, children, and families with diverse backgrounds. Despite their importance, there is limited research focusing on the professional experiences and well-being of ECE leaders of color. Drawing on Critical Race Theory (CRT), the current study aims to fill the gap by exploring the well-being, challenges, and strengths of ECE leaders of color. Using applied thematic analysis, we analyzed interview data from 17 leaders of color working in center-based ECE settings. Five themes were identified: (1) Multidimensional and interconnected well-being, (2) structural and racialized challenges in leadership roles and career pathways, (3) strengths and assets drawn from leaders of color’s identities and experiences, (4) interconnections between strengths and burdens, and (5) suggestions for well-being and work conditions improvement. The findings suggest that improving the well-being and work conditions of ECE leaders of color requires both individual and structural support, including more targeted well-being resources, culturally sustaining organizational practices and climate, leadership preparation and development support, and more stable policy environments. Full article

(This article belongs to the Special Issue School Leadership Well-Being: Stressors, Enablers, and Impact on Leadership Practices and Educational Outcomes)

25 pages, 944 KB

Open AccessArticle

Intersectional Disaggregated Data Practices and Leadership Interventions for Women in Higher Education: Evidence from Timor-Leste

by Lovelin I. Obi, Nnedinma Umeokafor, Helio Brites da Silva, Emilia Freitas Pereira and Emmanuel Daniel

Educ. Sci. 2026, 16(5), 804; https://doi.org/10.3390/educsci16050804 (registering DOI) - 20 May 2026

Timor-Leste, Asia’s youngest nation since its independence in 2002, has been making progress in its education sector. However, these gains have not translated into leadership representation as expected, with women remaining significantly underrepresented in senior academic and managerial roles in higher education. While [...] Read more.

Timor-Leste, Asia’s youngest nation since its independence in 2002, has been making progress in its education sector. However, these gains have not translated into leadership representation as expected, with women remaining significantly underrepresented in senior academic and managerial roles in higher education. While existing studies highlight the potential of intersectional disaggregated data to enhance the visibility of layered inequalities and inform more targeted leadership interventions, its application in Timor-Leste remains at an early stage. This study examines respondents’ perception of barriers and enablers influencing the collection and use of intersectional disaggregated data, and their association with perceived leadership interventions aimed at advancing women in higher education leadership in Timor-Leste. A survey design was employed, with questionnaires administered to purposively selected academic and non-academic staff across selected universities in Timor-Leste. Data were analysed using descriptive and inferential techniques, including the Kruskal–Wallis test, and Spearman’s rank correlation (ρ). The findings suggest that respondents perceive key leadership interventions to include women’s leadership development programmes, mentorship, mental health support, and establishment of dedicated equality and diversity units Respondents also identified key enablers and barriers influencing the collection and use of intersectional disaggregated data, including staff training in ethical data practices, the use of mixed-method approaches, and the provision of privacy protections, alongside constraints related to data systems, capacity, and leadership support. Spearman’s analysis showed significant associations between perceived enablers and barriers influencing the collection and use of intersectional disaggregated data and perceived leadership interventions. This study contributes to the gender equity literature by providing empirical insights on perceived institutional conditions, reported barriers, enablers and perceived mechanisms through which intersectional data may inform leadership-related interventions in the context of Timor-Leste’s higher education system. Full article

(This article belongs to the Special Issue Breaking Barriers—Equity, Inclusion and Global Readiness in Higher Education)

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24 pages, 6636 KB

Open AccessArticle

Perception–Performance Gap in Generative AI: An Exploratory Study Across Two Engineering Education Contexts

by Irida Shallari, Vincenzo Gallo, Marco Carratù, Mazhar Hussain, David Krapohl and Seyed Jalaleddin Mousavirad

Educ. Sci. 2026, 16(5), 803; https://doi.org/10.3390/educsci16050803 (registering DOI) - 20 May 2026

Generative AI (GenAI) tools are increasingly used by students in higher education, including in technically demanding engineering courses. However, fluent AI-generated responses may still contain incorrect or incomplete information, creating a risk that students overestimate their reliability. This exploratory study investigates the relationship [...] Read more.

Generative AI (GenAI) tools are increasingly used by students in higher education, including in technically demanding engineering courses. However, fluent AI-generated responses may still contain incorrect or incomplete information, creating a risk that students overestimate their reliability. This exploratory study investigates the relationship between students’ perceived usefulness of GenAI and an instructor-benchmarked reference evaluation of model outputs in two digital systems design courses. The study involved voluntary survey responses from 32 students in an undergraduate course at MIUN and 20 students in a graduate-level course at UNISA. Student perception data were combined with teacher-side benchmarking of selected GenAI models on tasks categorized by cognitive depth. Findings indicate that prior GenAI familiarity was associated with interaction frequency and average perceived usefulness, whereas self-assessed subject knowledge showed limited association. A perception–performance gap emerged, with students often rating GenAI outputs as useful even when the instructor-side evaluation identified limitations in correctness or required substantial human scaffolding. The proposed framework should be interpreted as an exploratory guideline for studying and guiding GenAI use in engineering education, rather than as a definitive benchmark of model performance. Full article

(This article belongs to the Topic Generative Artificial Intelligence in Higher Education)

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20 pages, 305 KB

Open AccessArticle

Teacher-Guided AI-Supported Digital Ecosystem Learning in Primary Science: A Quasi-Experimental Study

by Naji Kortam, Salem Saker, Amtiaz Fattum, Mohanad Ahmad Shini, Sahar Diab and Yousef Methkal Abd Algani

Educ. Sci. 2026, 16(5), 802; https://doi.org/10.3390/educsci16050802 (registering DOI) - 20 May 2026

Despite the growing use of artificial intelligence (AI) in science education, little is known about the motivational value of AI-supported digital tools in upper-primary ecosystem science learning. This quasi-experimental study examined whether participation in a teacher-guided digital ecosystems unit integrating AI-supported elements and [...] Read more.

Despite the growing use of artificial intelligence (AI) in science education, little is known about the motivational value of AI-supported digital tools in upper-primary ecosystem science learning. This quasi-experimental study examined whether participation in a teacher-guided digital ecosystems unit integrating AI-supported elements and interactive non-AI tools was associated with sixth-grade students’ ecosystem achievement, interest in science, attitudes toward science, and science self-efficacy. Four sixth-grade classes in an Israeli elementary school (123 students) participated. The experimental group completed six 45-min lessons; the control group studied the same content without the AI-supported components and integrated digital sequence. Students completed pretest and posttest questionnaires and an ecosystem achievement test; the experimental group also completed a satisfaction questionnaire. Semi-structured interviews were conducted with 10 students from the experimental group. Baseline-adjusted analyses indicated higher post-intervention achievement and motivational outcomes in the experimental group. Boys reported higher interest and self-efficacy than girls, and mothers’ education was positively associated with interest and attitudes. Within the experimental group, satisfaction was positively related to all motivational outcomes and significantly predicted self-efficacy. Interview themes highlighted visualization, feedback, collaboration, and occasional cognitive and technical challenges. Overall, this teacher-guided instructional package was associated with more favorable outcomes under classroom conditions in schools. Full article

(This article belongs to the Section Technology Enhanced Education)

12 pages, 559 KB

Open AccessArticle

Artificial Intelligence in Inclusive Education and Its Relationship with Socioeducational Participation in Students with Autism Spectrum Disorder

by José Jesús Sánchez Amate and Antonio Luque de la Rosa

Educ. Sci. 2026, 16(5), 801; https://doi.org/10.3390/educsci16050801 (registering DOI) - 20 May 2026

Background: The integration of artificial intelligence (AI) in education offers new opportunities for personalized learning and inclusive practices. However, empirical evidence on its relationship with engagement and participation processes in students with Autism Spectrum Disorder (ASD) remains limited in real classroom contexts. Methods: [...] Read more.

Background: The integration of artificial intelligence (AI) in education offers new opportunities for personalized learning and inclusive practices. However, empirical evidence on its relationship with engagement and participation processes in students with Autism Spectrum Disorder (ASD) remains limited in real classroom contexts. Methods: A non-experimental observational design was used, based on secondary analysis of anonymized educational data from 60 students with ASD in inclusive schools. Participants were classified according to their regular use of AI-based tools, defined as at least three sessions per week over one academic term. Student participation was assessed through a composite index including behavioral engagement, social interaction, academic autonomy, and self-regulation. Independent samples t-tests and Cohen’s d were applied. Results: Students using AI-based tools showed significantly higher levels across all participation dimensions. The strongest differences were found in behavioral engagement and social interaction, with large effect sizes, while autonomy and self-regulation showed moderate differences. Conclusions: AI-based tools are associated with improved engagement and involvement in students with ASD, particularly in observable and interactional dimensions, highlighting their potential for inclusive education. Full article

(This article belongs to the Special Issue Digital Inclusion in Education: Global Perspectives on Bridging Gaps in Access, Skills, and Equity)

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20 pages, 800 KB

Open AccessArticle

Motivational Factors Influencing Ethiopian Student Teachers’ Self-Efficacy in Adopting AI in Education

by Adula Bekele Hunde, Eyvind Elstad, Knut-Andreas Abben Christophersen, Are Turmo, Fekede Tuli Gemeda and Eyueil Abate Demissie

Educ. Sci. 2026, 16(5), 800; https://doi.org/10.3390/educsci16050800 (registering DOI) - 19 May 2026

Understanding the motivational factors influencing student teachers’ self-efficacy in adopting Artificial Intelligence (AI) is essential in technology-driven learning environments, but this area has received less research attention in resource-scarce settings like Ethiopia. To this end, this study was initiated to explore the motivational [...] Read more.

Understanding the motivational factors influencing student teachers’ self-efficacy in adopting Artificial Intelligence (AI) is essential in technology-driven learning environments, but this area has received less research attention in resource-scarce settings like Ethiopia. To this end, this study was initiated to explore the motivational factors influencing the self-efficacy in adopting AI among Ethiopian student teachers. The study employed structural equation modeling to analyze data collected from 278 student teachers enrolled in teacher education programs to determine the relationship between motivational factors (commitment to the teaching profession, along with intrinsic, extrinsic, and altruistic motivations) and dimensions of self-efficacy (teaching AI skills, planning and classroom management, and student affective domains). The result demonstrated that strong and positive associations were found between affective commitment to teaching and self-efficacy (p < 0.01) in AI teaching skills, planning and managing the classroom, and addressing the student affective domain. In addition, positive and moderate associations were noted between extrinsic motivation and self-efficacy (p < 0.05) in the student affective and teaching AI skills domains. No significant relationships were observed for intrinsic or altruistic motivations. Thus, by highlighting the role of commitment and extrinsic motivation, the findings can inform teacher education programs aiming to enhance the holistic development and effectiveness of future educators and contribute to developing targeted recruitment and training strategies that nurture motivated and technologically proficient teachers. Full article

(This article belongs to the Special Issue Holistic Education: What It Is and How It Works)

17 pages, 526 KB

Open AccessArticle

Do Talent Beliefs Differ Between In-Service and Pre-Service Teachers?

by Julia Klug, Silke Rogl, Kathrin Claudia Hamader and Burkhard Gniewosz

Educ. Sci. 2026, 16(5), 799; https://doi.org/10.3390/educsci16050799 (registering DOI) - 19 May 2026

There is limited understanding regarding whether and how teachers’ talent beliefs evolve across career stages. While most prior research conceptualizes talent beliefs across domains, emerging frameworks emphasize field-specific talent beliefs. An established multidimensional model of talent beliefs provides a theoretically grounded structure for [...] Read more.

There is limited understanding regarding whether and how teachers’ talent beliefs evolve across career stages. While most prior research conceptualizes talent beliefs across domains, emerging frameworks emphasize field-specific talent beliefs. An established multidimensional model of talent beliefs provides a theoretically grounded structure for capturing these domain-specific perceptions. Yet comparative evidence across teacher career stages remains limited. Our study examines if verbal and mathematical talent beliefs among in-service teachers and pre-service teachers differ in terms of sources, structure and levels. A total of 307 in-service teachers and 215 pre-service teachers completed validated six-dimensional talent beliefs instruments for both domains and reported sources of their beliefs. Participants—especially pre-service teachers—most strongly attributed their talent beliefs to personal school experiences, while educational science and subject-didactic coursework played a marginal role. Both the mathematical and verbal talent belief scales demonstrated configural and metric invariance, supporting equivalent factor structures and factor loadings across pre-service teachers and in-service teachers. Latent mean comparisons showed that pre-service teachers hold systematically different talent beliefs in comparison to in-service teachers. In-service teachers emphasize talent beliefs concerning domain-specific skills and, for verbal talent, passion—consistent with contemporary talent development frameworks—whereas pre-service teachers focus on external teacher influence and, for mathematical talent, on internal factors. These findings reinforce theoretical claims that talent beliefs are experience-sensitive, multidimensional constructs shaped through socialization in educational contexts. Teacher (further) education should deliberately address the dominance of personal schooling experiences by fostering structured reflection, explicitly targeting belief formation in practice-based courses, and ensuring coherence between higher-education instruction and school-based experiences. Teachers’ impact on their students’ talent development should especially be reflected in further education, since in-service teachers assess their own influence as lower than pre-service teachers do; additionally, passion as a key driver of talent development and the relevance of talent domains should already be highlighted in initial teacher education. Full article

18 pages, 273 KB

Open AccessArticle

Representations of Disability in Picturebooks: Issues of Inclusivity and Literary Quality

by Amanda Niland

Educ. Sci. 2026, 16(5), 798; https://doi.org/10.3390/educsci16050798 (registering DOI) - 19 May 2026

Children need picturebooks that represent the diversity of their lives. Such books provide opportunities for all children, regardless of differences, to see themselves and their lives reflected in the pages. When children encounter books they can both enjoy and identify with, they are [...] Read more.

Children need picturebooks that represent the diversity of their lives. Such books provide opportunities for all children, regardless of differences, to see themselves and their lives reflected in the pages. When children encounter books they can both enjoy and identify with, they are more likely to develop a love of reading. Recognition of the importance of this has led to the publication of a growing number of picturebooks containing characters of colour, or who are gender-diverse or disabled. While many of these have the literary qualities that inspire young children’s imaginations as well as being inclusive, this is not always the case with picturebooks portraying disability. This research sought to build on existing analytical studies of inclusivity in picturebooks, drawing from frameworks developed by other researchers—in particular, the Strong Stories framework. The analytical framework used also included criteria to evaluate the literary qualities that make picturebooks imaginative and engaging for young children. The picturebooks portraying disability studied in this research came from recommendation lists of five literary or disability advocacy not-for-profit organisations. A qualitative content analysis was conducted, informed by an understanding of literacy as a social practice, with picturebooks as reflectors of ideology and social models of disability. Findings revealed that not all the recommended books were inclusive, and the majority lacked the literary qualities that make children reach for a book over and over. This research sheds light on the need for more picturebooks that inclusively and imaginatively portray disability. Full article

(This article belongs to the Special Issue Advances in Research on Languages and Literacies in Multicultural and Inclusive Settings: International and Comparative Perspectives)

17 pages, 496 KB

Open AccessArticle

Bullying, Victimization, Resilience, and Emotional Intelligence Among Primary School Students

by Tatiani Gkatsa and Spyridoula Rachioti

Educ. Sci. 2026, 16(5), 797; https://doi.org/10.3390/educsci16050797 (registering DOI) - 19 May 2026

There is a lack of comprehensive studies investigating the combined effect of resilience and emotional intelligence on the experience of bullying. Students’ well-being is based on skills such as psychological resilience and emotional intelligence. Thanks to these skills, problems like bullying are reduced, [...] Read more.

There is a lack of comprehensive studies investigating the combined effect of resilience and emotional intelligence on the experience of bullying. Students’ well-being is based on skills such as psychological resilience and emotional intelligence. Thanks to these skills, problems like bullying are reduced, and students thrive. The aim of this study was to examine the associations between school bullying/victimization, psychological resilience, and emotional intelligence in primary school students, within the context of psychosocial factors related to school inclusion. In the present cross-sectional study, 121 primary school students (54 boys, 67 girls), aged 8–12 years, were surveyed using a self-report questionnaire to investigate the relationship between emotional intelligence, psychological resilience, and school bullying/victimization. A moderate positive correlation was found between victimization and bullying (ρ(119) = 0.34, p < 0.001), while victimization was moderately and negatively associated with resilience (ρ(119) = −0.35, p < 0.001). Emotional intelligence showed weak and non-significant associations with victimization and resilience, whereas its correlation with bullying was positive but small in magnitude (ρ(119) = 0.18, p = 0.048). Overall, resilience appears to be inversely related to victimization, while emotional intelligence demonstrated limited explanatory value in this sample. These findings highlight the potential protective role of resilience against victimization and underscore the importance of resilience-focused interventions within school settings. Emotional intelligence, although theoretically relevant, demonstrated limited explanatory value in this sample. Full article

(This article belongs to the Special Issue Effective Policies and Practices in Inclusive Preschool and Primary Education)

20 pages, 371 KB

Open AccessArticle

Implementation and Impact of a Summer Mathematics Bridge Program for Multilingual Learners: Evidence from Randomized Controlled Trials

by Haiwen Chu, Leslie Hamburger and Jill Neumayer DePiper

Educ. Sci. 2026, 16(5), 796; https://doi.org/10.3390/educsci16050796 (registering DOI) - 19 May 2026

We report results from the implementation and impact evaluations of a three-week summer bridge mathematics program. This program was designed to challenge and support rising ninth grade students and in particular Multilingual Learners. We report the extent to which implementing teachers enacted the [...] Read more.

We report results from the implementation and impact evaluations of a three-week summer bridge mathematics program. This program was designed to challenge and support rising ninth grade students and in particular Multilingual Learners. We report the extent to which implementing teachers enacted the activities as intended and note challenges that implementing teachers reported with the ambitious program for mathematics learning in a summer setting. For the impact study, we implemented two experiments with assignment at the student level: a classic randomized controlled trial with 37 students in the analytic sample and a delayed-intervention randomized controlled trial with 114 students in the analytic sample. Our impact analysis was a single-level linear regression model with demographic and prior math achievement covariates. While the impact on student math outcomes was positive, ranging from 0.03 to 0.19 standard deviations, these effects were not statistically significant due to sample attrition. Full article

(This article belongs to the Section Curriculum and Instruction)

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21 pages, 581 KB

Open AccessSystematic Review

Experiences, Perspectives, and Perceptions Regarding Employability in Higher Education in Chile: A Systematic Review (2000–2025)

by Thierry Amigo-López, Sebastián Silva-Alcaino and Diana Rojas-Gomez

Educ. Sci. 2026, 16(5), 795; https://doi.org/10.3390/educsci16050795 (registering DOI) - 19 May 2026

Graduate employability is a key concern for policymakers and universities worldwide. In Chile, most research has focused on labour market outcomes, with less emphasis on students’ and graduates’ experiences and perceptions of employability during and after their studies. This article presents a systematic [...] Read more.

Graduate employability is a key concern for policymakers and universities worldwide. In Chile, most research has focused on labour market outcomes, with less emphasis on students’ and graduates’ experiences and perceptions of employability during and after their studies. This article presents a systematic review of empirical studies on employability in Chilean higher education published between 2000 and 2025. The review used the PRISMA 2020 framework to systematically search four academic databases: Scopus, Web of Science, SciELO, and ERIH Plus. The initial search identified 445 records. After applying inclusion and eligibility criteria, fourteen empirical studies were selected for the final analysis. These studies were then examined using thematic content analysis. The findings show a significant increase in employability studies since 2019 and a shift toward qualitative methodologies. The literature mainly addresses four analytical dimensions: (1) education-to-work transitions and career trajectories; (2) employability resources, such as skills, credentials, and social capital; (3) institutional strategies to foster employability; and (4) structural inequalities related to gender, social origin, and institutional selectivity. The findings suggest that graduate employability in Chile is shaped by the interaction between individual resources, institutional practices, and labour market structures within a highly segmented higher education system. Additionally, the review notes a lack of longitudinal research and calls for comparative studies and institutional policies to address structural inequalities. This article contributes by advocating a relational approach to employability that links individual capital, institutional habitus, and labour market structures. Full article

(This article belongs to the Special Issue Bridging the Gap: Higher Education, Skills, and Graduate Employability)

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20 pages, 623 KB

Open AccessReview

Inclusive Education for Students with Special Educational Needs: A 30-Year Synthesis of the Review-Level Literature (1994–2023)

by Stephen Hay and Wendi Beamish

Educ. Sci. 2026, 16(5), 794; https://doi.org/10.3390/educsci16050794 (registering DOI) - 18 May 2026

Inclusive education for students with special educational needs (SEN) has become a major international policy and research priority since the Salamanca Statement (1994). Yet no recent synthesis has mapped how review-level evidence in this field has developed over time. This umbrella review examined [...] Read more.

Inclusive education for students with special educational needs (SEN) has become a major international policy and research priority since the Salamanca Statement (1994). Yet no recent synthesis has mapped how review-level evidence in this field has developed over time. This umbrella review examined 53 review studies, which together synthesized approximately 2000 primary studies on inclusive education for students with SEN. Using Joanna Briggs Institute (JBI) umbrella review methodology and PRISMA (2020) reporting procedures, records were identified through five databases, screened in Covidence, appraised using the JBI Critical Appraisal Checklist, and analyzed to examine thematic emphases, bibliometric patterns, and methodological shifts. The findings show an expansion and diversification of studies, particularly after 2015, with dominant themes focusing on teacher attitudes and professional development, inclusive practices and outcomes, specific student populations, social inclusion, and policy, systems, and implementation barriers. The review also identified a shift from early narrative overviews to more rigorous systematic qualitative reviews and meta-analyses, alongside increasing international representation. Overall, findings indicate that review-level research on inclusive education for students with SEN has matured considerably since Salamanca, reflecting both the growing complexity of inclusive schooling and the influence of global policy agendas on the production of evidence syntheses. Full article

(This article belongs to the Special Issue Inclusion and Equity for Students with Special Educational Needs: Trends, Tensions, and Tactics)

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20 pages, 399 KB

Open AccessArticle

Mixed Feelings About Feedback: An Exploratory Study of Students’ and Lecturers’ Emotions Pertaining to Written Feedback on Assessment

by Tony Dowden, Seyum Getenet, Frey Parkes, Johannes M. Luetz, Heejin Chang, J-F, Tania Leach and Peter Albion

Educ. Sci. 2026, 16(5), 793; https://doi.org/10.3390/educsci16050793 (registering DOI) - 18 May 2026

Written feedback on high-stakes assessment has the potential to provide students with valuable advice for future assessment episodes, but when feedback has a negative impact on students’ emotions, it can negate any benefits. This exploratory study reports on the perceptions of 14 lecturers [...] Read more.

Written feedback on high-stakes assessment has the potential to provide students with valuable advice for future assessment episodes, but when feedback has a negative impact on students’ emotions, it can negate any benefits. This exploratory study reports on the perceptions of 14 lecturers and 19 students regarding their emotions toward written assessment feedback within a university preparatory program for students at a regional university in Australia. Focus groups were used to collect data from the participants. The data were analysed with NVivo Version 11 software. The data were further analysed by the authors, who identified and categorised phrases pertaining to students’ and lecturers’ emotions about feedback. The study found that lecturers and students had mixed feelings about written feedback, especially when personal connections between lecturers, other staff, and students were tenuous. It concluded that further research focusing on the impact of emotions on how students perceive written feedback and apply it in future assessments could provide insights into how to enhance contemporary tertiary teaching and assessment practices. Full article

(This article belongs to the Special Issue Teachers as Assessors: Exploring the Socio-Emotional Dimension of Teacher Assessment Literacy)

21 pages, 432 KB

Open AccessArticle

Teacher Practices, Equity, and Female Students’ Learning Experiences in Secondary Physics: Findings from a Multiple Case Study

by Ana Maia Fernandes and José Luís Araújo

Educ. Sci. 2026, 16(5), 792; https://doi.org/10.3390/educsci16050792 (registering DOI) - 18 May 2026

Girls remain significantly underrepresented in Physics, a phenomenon linked to sociocultural barriers, classroom dynamics, and stereotyped perceptions of scientific competence. This multiple case study investigates how girl-friendly teaching strategies are implemented in secondary Physics classrooms and how female students experience these practices. Three [...] Read more.

Girls remain significantly underrepresented in Physics, a phenomenon linked to sociocultural barriers, classroom dynamics, and stereotyped perceptions of scientific competence. This multiple case study investigates how girl-friendly teaching strategies are implemented in secondary Physics classrooms and how female students experience these practices. Three 10th grade Physics and Chemistry teachers and their respective classes participated in the study (one class per teacher). Data were collected through a diagnostic test, non-participant classroom observations, semi-structured interviews with female students, and teachers’ questionnaires. There are substantial differences between classes in terms of the implementation of inclusive practices and their impact on girls’ engagement and performance. The two classes in which teachers employed a wider range of girl-friendly strategies, such as equitable feedback, contextualized examples, socio-scientific tasks, and supportive teacher–student interactions, showed higher autonomy and stronger performance among girls. In contrast, in the class where fewer strategies were implemented, girls were relegated to passive roles, reported lower confidence, and demonstrated weaker diagnostic test results. Overall, findings suggest that consistent use of inclusive pedagogical strategies can contribute to reducing the gender gap in Physics by fostering participation, confidence, and interest among female students. Given the small sample size (three teachers and their respective classes), findings should be interpreted as exploratory and context-specific rather than generalizable. Full article

(This article belongs to the Special Issue Equitable Science Education for Engaging All Learners in Science)

18 pages, 275 KB

Open AccessArticle

Final-Year Veterinary Students’ Perspectives on Professionalism Education at Select Veterinary Schools in Australia, New Zealand and the United Kingdom

by Stuart John Galt Gordon, Cristina de Corral Muñiz, Michael Meehan, Kate Cobb, Liz Mossop, Melinda Bell and Martin Cake

Educ. Sci. 2026, 16(5), 791; https://doi.org/10.3390/educsci16050791 (registering DOI) - 18 May 2026

The teaching and assessment of veterinary professionalism are essential components of veterinary degree curricula. The content of veterinary professionalism education programs has been informed by multiple stakeholders including educators, practitioners, and regulatory bodies. Since student perceptions also represent a powerful force in shaping [...] Read more.

The teaching and assessment of veterinary professionalism are essential components of veterinary degree curricula. The content of veterinary professionalism education programs has been informed by multiple stakeholders including educators, practitioners, and regulatory bodies. Since student perceptions also represent a powerful force in shaping the curriculum, the aim of this study was to explore the perspectives of final-year veterinary students on professionalism teaching and learning within their veterinary program. A mixed-methods study was conducted across three veterinary schools (Massey University–New Zealand; Murdoch University–Australia; University of Nottingham–United Kingdom). An online survey captured final-year veterinary students’ opinions on professionalism teaching and the suitability of their current professionalism curricula. Subsequent focus groups explored perceptions in greater depth. Of 81 survey respondents, 66% perceived professionalism instruction to be essential, 79% agreed that their current professionalism instruction included appropriate content, and 58% perceived the instruction to represent adequate preparation for interaction with clients and professional colleagues. Only 39% of respondents, however, agreed that professionalism teaching was well integrated into the rest of the program. Three themes were identified following thematic analysis of the transcripts from the 11 focus groups conducted: ‘the challenges associated with teaching and assessing professionalism’, ‘the influence of clinical teaching faculty on student professionalism development’, and ‘the importance of adopting effective teaching methods to teach professionalism’. Findings from both studies showed that students placed the greatest value on learning and assessing professionalism within an authentic clinical context, while also appreciating interactive teaching formats and group work. Educators should, therefore, consider integration, authenticity, and interactive delivery as they continue to develop their veterinary professionalism curricula. Full article

(This article belongs to the Section Higher Education)

19 pages, 488 KB

Open AccessEssay

Designing Resilient STEM Trajectories: An Ecological Framework for Sustained Participation

by Albert Ziegler and Heidrun Stoeger

Educ. Sci. 2026, 16(5), 790; https://doi.org/10.3390/educsci16050790 (registering DOI) - 18 May 2026

STEM learning unfolds over many years. It is shaped by changing contexts, transitions, and occasional breaks. However, much of the existing work still focuses on single stages or isolated factors. This article introduces the E³ Framework. Its purpose is to provide a [...] Read more.

STEM learning unfolds over many years. It is shaped by changing contexts, transitions, and occasional breaks. However, much of the existing work still focuses on single stages or isolated factors. This article introduces the E³ Framework. Its purpose is to provide a language for examining why some STEM trajectories endure, why others fade, and what kinds of ecological alignment allow learning to remain viable in the flow of real life. Based on a systemic approach, we aim to explain how STEM participation is preserved over time. This framework describes stability as the result of interactions among three ecological domains: resources, regulation, and time. We identify five key functions—robustness, regulatory re-alignment, renewal, informational persistence, and environmental fit. These functions show how engagement holds steady or recovers as circumstances shift. The E³ Framework offers a way to analyze how supports, feedback loops, and time-related structures either come together or fall apart. We provide simple design guidelines and matrices to show how educators and policymakers can better support STEM trajectories. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

15 pages, 300 KB

Open AccessArticle

An Ethnographic Study on Teachers’ Acceptance and Resistance Attitudes to Adopting Learning Analytics

by Dimitrios E. Tzimas and Stavros N. Demetriadis

Educ. Sci. 2026, 16(5), 789; https://doi.org/10.3390/educsci16050789 (registering DOI) - 17 May 2026

Learning analytics (LA) is an emerging field that has undergone extensive development in K-12 education, focusing on students’ learning processes and tracking their learning trajectories. However, numerous developments remain in the pilot phase without holistic adoption. Despite the growing use of teacher-facing analytics [...] Read more.

Learning analytics (LA) is an emerging field that has undergone extensive development in K-12 education, focusing on students’ learning processes and tracking their learning trajectories. However, numerous developments remain in the pilot phase without holistic adoption. Despite the growing use of teacher-facing analytics in K-12 education, little is known about the processes through which instructors interpret and negotiate analytics within everyday school practice. This paper presents an interpretive ethnographic study of teacher sensemaking and resistance regarding LA adoption in K-12 schools. Informed by the unified theory of acceptance and use of technology (UTAUT), we implemented a small-N ethnographic study with school teachers to explore their perceptions and experiences regarding LA adoption. The research question was “How do teachers interpret, negotiate, and make sense of learning analytics adoption in K-12 school settings?” The findings indicate that teachers’ responses to LA adoption were shaped through complex sensemaking processes involving perceived usefulness, institutional culture, emotional ambivalence, ethical issues, and human-centered understandings of data-driven educational practices. Full article

(This article belongs to the Special Issue Machine Learning in Educational Large Data Analysis)

18 pages, 289 KB

Open AccessArticle

Enhancing Equity for Women’s Leadership in International Schools Through Transformative Action

by Nicky Bourgeois, Jess Harris and Susan Ledger

Educ. Sci. 2026, 16(5), 788; https://doi.org/10.3390/educsci16050788 (registering DOI) - 16 May 2026

Despite increased recognition of its importance, most activities promoting the inclusion of women in leadership in the international schooling sector occur within discrete pockets or subgroups of women advocating for and supporting other women. Actions being taken by these women for women are [...] Read more.

Despite increased recognition of its importance, most activities promoting the inclusion of women in leadership in the international schooling sector occur within discrete pockets or subgroups of women advocating for and supporting other women. Actions being taken by these women for women are not reaching a broader audience and have yet to sufficiently address the challenge of meeting gender equity in leadership in international schools. This article presents findings from interviews with eight women who are experts in the field of International Schooling. We use Shields’ Transformative Leadership Theory as a lens to analyse, problematise and theorise the structures surrounding women in leadership in international schools and propose a way forward. Our findings reveal the difficulty of defining the problem and the evidence of significant silences around women in leadership. We argue that if International Schooling is to be transformative, then institutions and systems must pursue a more socially just agenda. We argue for the need to overcome silences and challenge traditional notions of leadership that have disadvantaged women. Finally, we present an adaptation of Australian Institute for Teaching and School Leadership’s Indigenous Cultural Responsiveness Capability Framework to propose a potential pathway forward to support equity for women in leadership in International Schooling. Full article

(This article belongs to the Special Issue Transformative School Leadership: Strategies for Innovation and Improvement)

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