Journal Description
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, PscyInfo, and other databases.
- Journal Rank: CiteScore - Q1 (Education)
- Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 24.9 days after submission; acceptance to publication is undertaken in 3.7 days (median values for papers published in this journal in the second half of 2023).
- 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.
Impact Factor:
3.0 (2022);
5-Year Impact Factor:
2.8 (2022)
Latest Articles
Strategies for Integrating Generative AI into Higher Education: Navigating Challenges and Leveraging Opportunities
Educ. Sci. 2024, 14(5), 503; https://doi.org/10.3390/educsci14050503 - 07 May 2024
Abstract
The recent emergence of generative AI (GenAI) tools such as ChatGPT, Midjourney, and Gemini have introduced revolutionary capabilities that are predicted to transform numerous facets of society fundamentally. In higher education (HE), the advent of GenAI presents a pivotal moment that may profoundly
[...] Read more.
The recent emergence of generative AI (GenAI) tools such as ChatGPT, Midjourney, and Gemini have introduced revolutionary capabilities that are predicted to transform numerous facets of society fundamentally. In higher education (HE), the advent of GenAI presents a pivotal moment that may profoundly alter learning and teaching practices in aspects such as inaccuracy, bias, overreliance on technology and algorithms, and limited access to educational AI resources that require in-depth investigation. To evaluate the implications of adopting GenAI in HE, a team of academics and field experts have co-authored this paper, which analyzes the potential for the responsible integration of GenAI into HE and provides recommendations about this integration. This paper recommends strategies for integrating GenAI into HE to create the following positive outcomes: raise awareness about disruptive change, train faculty, change teaching and assessment practices, partner with students, impart AI learning literacies, bridge the digital divide, and conduct applied research. Finally, we propose four preliminary scale levels of a GenAI adoption for faculty. At each level, we suggest courses of action to facilitate progress to the next stage in the adoption of GenAI. This study offers a valuable set of recommendations to decision-makers and faculty, enabling them to prepare for the responsible and judicious integration of GenAI into HE.
Full article
(This article belongs to the Special Issue Imagine the Future of Higher Education: Challenges and Opportunities for Teaching and Learning)
Open AccessArticle
D-Learning: An Experimental Approach to Determining Student Learning Outcomes Using Augmented Reality (AR) Technology
by
Jadranko Tuta and Ljerka Luić
Educ. Sci. 2024, 14(5), 502; https://doi.org/10.3390/educsci14050502 - 07 May 2024
Abstract
This study investigates the impact of applying digital learning through the use of augmented reality technology in university education on student learning outcomes. The research strategy and design were developed with the aim of answering the following research questions: Do different forms of
[...] Read more.
This study investigates the impact of applying digital learning through the use of augmented reality technology in university education on student learning outcomes. The research strategy and design were developed with the aim of answering the following research questions: Do different forms of active learning using augmented reality (AR) influence student knowledge?; Is it possible to assess the impact of AR implementation in teaching on the quality of learning outcomes? The main goal of his research is to identify the information objects Situated, Games, and Research within the Active Learning information package and, based on them, examine and determine the existence, relationship, and intensity of connections of the created information construct Knowledge. The research was conducted through the application of an experimental technique with incorporated survey and knowledge test methods on a sample of 270 participants, in 3 groups of 90 students each. Knowledge was examined through initial tests and final tests for each form of the conducted experiment: Situated, Games, and Research. The obtained results were processed using statistical methods of calculating correlation coefficients and factor analysis. The results indicate that students taught through all forms of AR active learning achieve a statistically significantly higher level of knowledge, thus confirming the hypothesis. In conclusion, the obtained research results provide a basis for further research using the described methodology and the further development of educational application solutions based on new AR technologies.
Full article
(This article belongs to the Section Technology Enhanced Education)
Open AccessArticle
Perceptions of UDL Teaching Practices among University Students with Disabilities
by
Yi-Fan Li, Dalun Zhang, Chih-Tsen Liu, Ke Wang, Wei Yan and Xin Dong
Educ. Sci. 2024, 14(5), 501; https://doi.org/10.3390/educsci14050501 - 07 May 2024
Abstract
The purpose of this study was to investigate how students’ disabilities impacted their learning at the university and to measure their perceptions of universal design for learning (UDL). An online survey was administered at a large public research university in the south-central United
[...] Read more.
The purpose of this study was to investigate how students’ disabilities impacted their learning at the university and to measure their perceptions of universal design for learning (UDL). An online survey was administered at a large public research university in the south-central United States; 160 students with disabilities completed the survey. These students with disabilities described how their disabilities influenced their learning in the following aspects: attention issues, slow processing, absence, accessibility issues, reading and writing challenges, mental health challenges, and social interaction challenges. The results also revealed that some UDL teaching practices were not being fully utilized by instructors based on the perceptions of students with disabilities. We discussed those UDL practices which were not being used by instructors and highlighted the impact of using the practices on students’ learning. These practices include effective teaching methods such as helping students organize and summarize learning content, using technology to increase accessibility, providing flexibility in assessments and assignments, providing meaningful feedback, and recruiting students’ attention and engagement.
Full article
(This article belongs to the Special Issue Advances in Inclusive Autism Research and Practice: Co-produced Understandings of Inclusion and Educational Support)
Open AccessArticle
Beyond CheatBots: Examining Tensions in Teachers’ and Students’ Perceptions of Cheating and Learning with ChatGPT
by
Christopher Mah, Hillary Walker, Lena Phalen, Sarah Levine, Sarah W. Beck and Jaylen Pittman
Educ. Sci. 2024, 14(5), 500; https://doi.org/10.3390/educsci14050500 - 07 May 2024
Abstract
As artificial intelligence (AI) is increasingly integrated into educational technologies, teachers and students must acquire new forms of AI literacy, including an understanding of responsible use of AI. In this study, we explored tensions in teachers’ and students’ opinions about what constitutes learning
[...] Read more.
As artificial intelligence (AI) is increasingly integrated into educational technologies, teachers and students must acquire new forms of AI literacy, including an understanding of responsible use of AI. In this study, we explored tensions in teachers’ and students’ opinions about what constitutes learning and cheating with AI. Using qualitative methods, we asked Pre-K through postsecondary writing teachers (n = 16) and a linguistically diverse group of students (n = 12) to consider examples of how students might use ChatGPT, rank them in order of how much they thought each student learned and cheated, and explain their rankings. Our study yielded three findings. First, teachers and students used similar criteria to determine their rankings. Second, teachers and students arrived at similar conclusions about learning with ChatGPT but different conclusions about cheating. Finally, disagreements centered on four main tensions between (1) using ChatGPT as a shortcut versus as a scaffold; (2) using ChatGPT to generate ideas versus language; (3) getting support from ChatGPT versus analogous support from other sources; and (4) learning from ChatGPT versus learning without. These findings underscore the importance of student voice in co-constructing norms around responsible AI use.
Full article
(This article belongs to the Topic Artificial Intelligence for Education)
►▼
Show Figures
Figure 1
Open AccessEditorial
Is Online Technology the Hope in Uncertain Times for Higher Education?
by
Anthony G. Picciano
Educ. Sci. 2024, 14(5), 499; https://doi.org/10.3390/educsci14050499 - 07 May 2024
Abstract
Significant technological challenges are affecting societies across the world and online technology continues to assume a pivotal place in all organizations: commercial and non-commercial, governmental and non-governmental, and all forms of education [...]
Full article
(This article belongs to the Special Issue Is Online Technology the Hope in Uncertain Times for Higher Education?)
►▼
Show Figures
Figure 1
Open AccessArticle
New Directions for Arts Education through the Health Humanities: Wellness, Care and Interdisciplinary Learning Using Creative Elaboration
by
Rina Kundu Little and Jonathan David Little
Educ. Sci. 2024, 14(5), 498; https://doi.org/10.3390/educsci14050498 - 06 May 2024
Abstract
Psychological research has shown that empathy and compassion can be developed through mediation, simulation and embodiment techniques that foster benevolence and kindness, attributes and actions that play a major role in increasing subjective feelings of happiness and overall wellbeing. Our exercise of having
[...] Read more.
Psychological research has shown that empathy and compassion can be developed through mediation, simulation and embodiment techniques that foster benevolence and kindness, attributes and actions that play a major role in increasing subjective feelings of happiness and overall wellbeing. Our exercise of having students re-write the ending with a more positive outcome and re-draw the cover for the famous 19th century short story “The Yellow Wallpaper” serves as a model for future art education practices interested in promoting positive psychological experiences that can be used for enhanced self-care and empathy development.
Full article
(This article belongs to the Special Issue Future Directions in Art Education)
►▼
Show Figures
Figure 1
Open AccessSystematic Review
Misconceptions in the Learning of Natural Sciences: A Systematic Review
by
Frank Guerra-Reyes, Eric Guerra-Dávila, Miguel Naranjo-Toro, Andrea Basantes-Andrade and Sandra Guevara-Betancourt
Educ. Sci. 2024, 14(5), 497; https://doi.org/10.3390/educsci14050497 - 06 May 2024
Abstract
The determination of misconceptions among students is a prerequisite to driving conceptual, procedural, and attitudinal changes. This study aimed to investigate the causes and effects that misconceptions generate in the learning of natural sciences, as well as the basic categories of misconceptions in
[...] Read more.
The determination of misconceptions among students is a prerequisite to driving conceptual, procedural, and attitudinal changes. This study aimed to investigate the causes and effects that misconceptions generate in the learning of natural sciences, as well as the basic categories of misconceptions in the learning of physics held by high school students. Under the PRISMA guidelines, the research consisted of a systematic literature review in three databases: Scopus, WoS, and Dimensions. Data visualization and analysis were supported by the following tools: VOSviewer, Bibliometrix, and ATLAS.ti. It was concluded that misconceptions do not solely depend on students’ behavior; teacher training and preparation also have a direct influence on this issue. The main factors include persistent use of the didactic model of transmission–reception, the influences of students’ daily experiences, decontextualization of the addressed content, limited development of research skills, usage of inadequate teaching methods, texts full of formulas, and exaggerated schemas. Physics stands out as the most studied discipline, in terms of misconceptions. Several topics were identified that contained misconceptions grouped into four main subject areas: thermodynamics, waves and sound, mechanics, and radiation and light.
Full article
(This article belongs to the Special Issue Teaching and Learning in Physics: An Inquiry-Based Perspective)
►▼
Show Figures
Figure 1
Open AccessArticle
Beyond the Books: Exploring Factors Shaping Chinese English Learners’ Engagement with Large Language Models for Vocabulary Learning
by
Xiaochen Wang and Barry Lee Reynolds
Educ. Sci. 2024, 14(5), 496; https://doi.org/10.3390/educsci14050496 - 06 May 2024
Abstract
Informal English learning plays a crucial role in vocabulary learning, yet few scholars have explored the use of large language models for this purpose. In light of this, our study, integrating Self-Determination Theory (SDT) and the Unified Theory of Acceptance and Use of
[...] Read more.
Informal English learning plays a crucial role in vocabulary learning, yet few scholars have explored the use of large language models for this purpose. In light of this, our study, integrating Self-Determination Theory (SDT) and the Unified Theory of Acceptance and Use of Technology (UTAUT), employed Structural Equation Modeling (SEM) to investigate factors influencing 568 Chinese English learners’ use of large language models for vocabulary learning. Our findings identified six significant factors from those models—perceived autonomy, perceived competence, perceived relatedness, performance expectancy, effort expectancy, and social influence—that significantly shape learners’ intentions and behaviors towards utilizing large language models for vocabulary learning. Notably, effort expectancy emerged as the most influential factor, while facilitating conditions did not significantly impact usage intentions. This research offers insights for future curriculum design and policy formulation, highlighting the importance of understanding learners’ perspectives on technology use in education.
Full article
(This article belongs to the Special Issue Informal and Incidental Second Language Vocabulary Learning)
►▼
Show Figures
Figure 1
Open AccessArticle
Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers
by
Daniel Martín-Cudero, Rocío Guede-Cid, Piedad Tolmos and Ana Isabel Cid-Cid
Educ. Sci. 2024, 14(5), 495; https://doi.org/10.3390/educsci14050495 - 05 May 2024
Abstract
Advances in education are increasingly important, and it is necessary to look for methodological strategies that enhance the value of mathematics in society and promote integrated training that helps students reason critically and rigorously. In this sense, math trails with a focus on
[...] Read more.
Advances in education are increasingly important, and it is necessary to look for methodological strategies that enhance the value of mathematics in society and promote integrated training that helps students reason critically and rigorously. In this sense, math trails with a focus on STEM and sustainable development are a good resource to connect mathematics with the environment in a transversal way with other disciplines. A total of 35 postgraduate students in secondary education and 30 undergraduate students in primary education participated in this research and received a training course from experts in mathematics teaching. During the experience, the graduate students designed trails that were tested by the undergraduate students after a prior review by three in-service primary teachers. Likert scale questionnaires and open questions were asked of the students to evaluate the training received and the execution of the experience. Likewise, it was also decided to hold a debate with the participants and a guided interview with in-service teachers to assess the possible application of the resource in primary education courses. The results show a very positive assessment of the experience and allow us to support this approach to promote a change in the teaching–learning of mathematics in the last years of primary education.
Full article
(This article belongs to the Section STEM Education)
►▼
Show Figures
Figure 1
Open AccessArticle
Science Achievement of Multilingual Pupils: A Study on the Effectiveness of a Read-Aloud Assessment Accommodation
by
Fauve De Backer and Lisa Dewulf
Educ. Sci. 2024, 14(5), 494; https://doi.org/10.3390/educsci14050494 - 04 May 2024
Abstract
►▼
Show Figures
To date, empirical investigations of the effects of test accommodations on the actual achievement of multilingual pupils have been inconclusive. In this present study, we investigated whether read-aloud accommodation contributes to better results in terms of science achievement for multilingual pupils. A computer-based
[...] Read more.
To date, empirical investigations of the effects of test accommodations on the actual achievement of multilingual pupils have been inconclusive. In this present study, we investigated whether read-aloud accommodation contributes to better results in terms of science achievement for multilingual pupils. A computer-based science test, conducted with or without read-aloud accommodation, was administered to 1022 5th-grade pupils in 36 Flemish primary schools. We assessed the hypotheses that, first, pupils in a condition with accommodation perform better than their non-accommodated peers, and second, certain background characteristics are related to science achievement for different groups of pupils. The results indicate that read-aloud accommodation in language education does not significantly contribute to making assessments fairer. Overall, parental job status, grade retention, migration status, and self-reported oral proficiency significantly predicted pupils’ science achievement. For pupils taking an accommodated test, their age of arrival and the language they spoke at home did not significantly relate to their science achievement, but their self-rated literacy skills in the language of schooling did.
Full article
Figure 1
Open AccessArticle
A Genealogy toward Methodic Doubts in Educational Leadership Research
by
Ira Bogotch
Educ. Sci. 2024, 14(5), 493; https://doi.org/10.3390/educsci14050493 - 04 May 2024
Abstract
In this critical narrative essay, titled A Genealogy Toward Methodic Doubts, I ask readers not only how and why educational leadership research(ers) detoured from the rigorous pursuits of truths, but also how and why I had missed the signposts which might have alerted
[...] Read more.
In this critical narrative essay, titled A Genealogy Toward Methodic Doubts, I ask readers not only how and why educational leadership research(ers) detoured from the rigorous pursuits of truths, but also how and why I had missed the signposts which might have alerted me and others that our continuing practices, even with recognizing methodological limitations, were flawed. The empirical examples presented here come mostly from US policies, Western theories, and traditional methods, but likely apply to other contexts worldwide.
Full article
(This article belongs to the Special Issue Transforming Educational Leadership)
Open AccessArticle
Understanding School Middle-Leading Practices: Developing a Middle-Leading Practice Model
by
Sharon Tindall-Ford, Peter Grootenboer, Christine Edwards-Groves and Catherine Attard
Educ. Sci. 2024, 14(5), 492; https://doi.org/10.3390/educsci14050492 - 03 May 2024
Abstract
School systems in Australia, and internationally, are focused on improving classroom teaching and learning to enhance student outcomes. Middle leaders (MLs) are increasingly required to lead school-based development initiatives to improve classroom practices. Informed by previous research on middle-leading and the theory of
[...] Read more.
School systems in Australia, and internationally, are focused on improving classroom teaching and learning to enhance student outcomes. Middle leaders (MLs) are increasingly required to lead school-based development initiatives to improve classroom practices. Informed by previous research on middle-leading and the theory of practice architectures, a survey instrument was created to understand who Australian school MLs are (n = 199) and ascertain their perceptions of the practices central to leading teaching and learning in their school sites. Through descriptive, exploratory, and confirmatory factor analyses, this paper reports on the reported practices of Australian MLs, and, through the analysis, a revised ML practice model is proposed. The results confirm that ML practices are orientated to the people they lead in their school site, who they support, collaborate with, and advocate for, with practising leading upwards to the school principal identified as an important ML practice.
Full article
(This article belongs to the Special Issue Critical Issues for Senior, Middle and Other Levels of Leadership)
►▼
Show Figures
Figure 1
Open AccessArticle
The Effect of Sustainable Development Goals and Subjecting Well-Being on Art Nascent Entrepreneurship: The Moderating Role of Entrepreneurship Education
by
Stavroula Laspita, Ioannis Sitaridis and Katerina Sarri
Educ. Sci. 2024, 14(5), 491; https://doi.org/10.3390/educsci14050491 - 03 May 2024
Abstract
This study explores the impact of the perceived well-being of students; the degree to which they perceive that their university enhances, facilitates, and supports six sustainable development goals (SDGs); and entrepreneurship education on nascent entrepreneurship. Moving beyond main effects, our research uses entrepreneurship
[...] Read more.
This study explores the impact of the perceived well-being of students; the degree to which they perceive that their university enhances, facilitates, and supports six sustainable development goals (SDGs); and entrepreneurship education on nascent entrepreneurship. Moving beyond main effects, our research uses entrepreneurship education as a moderator, offering nuanced insights into nascent entrepreneurship, particularly among art students—an under-researched group. Utilizing data from a large sample within the established research project GUESSS, our findings show a very small statistically significant positive relationship between subjective well-being and nascent entrepreneurship among art students. However, the anticipated impact of university enhancement, facilitation, and support of SDGs on nascent entrepreneurship is not evident for these students. Notably, entrepreneurship education is important for the cultivation of the future generation of art entrepreneurs. These results have important theoretical and practical implications.
Full article
(This article belongs to the Special Issue Entrepreneurship Education: Challenged and Challenging)
►▼
Show Figures
Figure 1
Open AccessArticle
Cognitive Strategies of Second Language Vocabulary Inferencing: An Eye Tracking Study
by
Anna Izmalkova and Irina Blinnikova
Educ. Sci. 2024, 14(5), 490; https://doi.org/10.3390/educsci14050490 - 03 May 2024
Abstract
In contextual vocabulary acquisition, second language learners address both morphological and contextual cues to infer the meanings of novel words. The study investigated cognitive strategies and their eye movement correlates in contextual vocabulary inferencing task. A sample of 30 healthy participants with normal
[...] Read more.
In contextual vocabulary acquisition, second language learners address both morphological and contextual cues to infer the meanings of novel words. The study investigated cognitive strategies and their eye movement correlates in contextual vocabulary inferencing task. A sample of 30 healthy participants with normal or corrected to normal vision read an Intermediate-level text in English, aiming to define the meaning of 10 low-frequency words embedded in the text. Based on both unstructured and structured post-hoc reports, we attributed the inferencing process either to word-level processing, context-level processing, or discourse-level processing strategy. Eye movements were recorded on the target word and on the target word clause areas of interest. Inferencing success was associated with increased first fixation duration on the target word both for word- and context-level processing strategy, and increased dwell time on the target word clause for context-level processing strategy. Our findings emphasize the role of both morphological and contextual processing in vocabulary inferencing task.
Full article
(This article belongs to the Special Issue Language Education in the Digital Age: An International Perspective)
►▼
Show Figures
Figure 1
Open AccessArticle
Mathematics in Art and History Museums: An Informal Mathematics Education Case for Teachers’ In-Service Training
by
Raffaele Casi and Cristina Sabena
Educ. Sci. 2024, 14(5), 489; https://doi.org/10.3390/educsci14050489 - 02 May 2024
Abstract
Recognizing the omnipresence of mathematics across various contexts, this paper addresses the untapped potential of museums as rich venues for informal mathematics learning beyond traditional educational settings like classrooms. This paper presents the InformalMath program, designed for the professional development of primary and
[...] Read more.
Recognizing the omnipresence of mathematics across various contexts, this paper addresses the untapped potential of museums as rich venues for informal mathematics learning beyond traditional educational settings like classrooms. This paper presents the InformalMath program, designed for the professional development of primary and middle school teachers using integrating mathematics education within art and history museums through designing mathematics visit workshops. Specifically, the focus is placed on Phase 1 of the program, in which teachers participated in two informal mathematics education workshops at two museums in Turin, Italy, and were asked to reflect on their participation through a written essay. The analysis of the essays reveals significant engagement, appreciation of mathematics as a cultural artifact, and the emergence of creativity and inclusion among participating teachers. These findings highlight the benefits of such interdisciplinary approaches in enhancing mathematical understanding and pedagogical strategies. Conclusions emphasize the program’s success in not only enriching teachers’ instructional repertoire but also in promoting a more holistic, engaging, and contextualized approach to mathematics education, suggesting a promising avenue for future educational practices and research in informal learning environments.
Full article
(This article belongs to the Special Issue Methodological Issues in STE(A)M Education)
Open AccessArticle
A Generic Multilevel Structure for Educational Escape Rooms
by
Pedro Juan Roig, Salvador Alcaraz, Katja Gilly, Cristina Bernad and Carlos Juiz
Educ. Sci. 2024, 14(5), 488; https://doi.org/10.3390/educsci14050488 - 02 May 2024
Abstract
The use of active learning activities for evaluation purposes has been reported to improve results in all areas within the education field. In this paper we describe a generic multilevel structure for educational escape rooms, along with a use case where such a
[...] Read more.
The use of active learning activities for evaluation purposes has been reported to improve results in all areas within the education field. In this paper we describe a generic multilevel structure for educational escape rooms, along with a use case where such a design was applied for assessment in a course within the STEM area. Furthermore, a project-based learning activity was also added to complement that assessment. The results obtained expose an increase in both academic performance and success rate, where the percentage rises in both cases go in line to the literature. Additionally, a high level of engagement was measured during those active learning activities, which is reported to lead to better performance and improved learning. Hence, this high engagement seems to be the primary source of the increments experienced.
Full article
(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)
►▼
Show Figures
Figure 1
Open AccessArticle
The “Better Book” Approach to Addressing Equity in Statistics: Centering the Motivational Experiences of Students from Racially Marginalized Backgrounds for Widespread Benefit
by
Claudia C. Sutter, Matthew C. Jackson, Karen B. Givvin, James W. Stigler and Ji Y. Son
Educ. Sci. 2024, 14(5), 487; https://doi.org/10.3390/educsci14050487 - 02 May 2024
Abstract
Although improving racial equity in critical college courses such as introductory statistics is a laudable goal, making research-based progress toward that aim in a scalable manner remains a challenge. To translate psychological insights to benefit racially marginalized students, we implemented the “Better Book”
[...] Read more.
Although improving racial equity in critical college courses such as introductory statistics is a laudable goal, making research-based progress toward that aim in a scalable manner remains a challenge. To translate psychological insights to benefit racially marginalized students, we implemented the “Better Book” approach, where instructors, researchers, and developers work together to improve an online textbook used in introductory statistics. The “Better Book” approach to equity assumes that racially marginalized students are a “canary in the coal mine”, alerting us to systemic issues that can affect a broader array of students. We started by finding places in the textbook where racially marginalized students reported higher perceptions of costs (the effort and time required to learn the content) than non-marginalized students. Then we drew upon suggestions from users to redesign the textbook where gaps in cost perceptions peaked. We then analyzed data from both the original and redesigned versions of the textbook to evaluate the impact on students who were subsequently enrolled in the course. Results showed that perceptions of cost were dramatically reduced in the experience of racially marginalized students but also the redesign resulted in an improved experience for all students.
Full article
(This article belongs to the Special Issue Long Overdue: Translating Learning Research into Educational Practice)
►▼
Show Figures
Figure 1
Open AccessArticle
Navigating Entrepreneurial Horizons: Students Perspectives Analysis of the Entrepreneurial Competences in Teaching Context
by
Enida Pulaj Brakaj and Jana Marie Šafránková
Educ. Sci. 2024, 14(5), 486; https://doi.org/10.3390/educsci14050486 - 02 May 2024
Abstract
►▼
Show Figures
Entrepreneurship education largely influences the social and economic dimensions of many countries. In the framework of development, frequent changes seek to discover the most effective way of adopting and integrating educational services to meet the requirements of the labour market. This paper aims
[...] Read more.
Entrepreneurship education largely influences the social and economic dimensions of many countries. In the framework of development, frequent changes seek to discover the most effective way of adopting and integrating educational services to meet the requirements of the labour market. This paper aims to analyse entrepreneurial competence in a teaching context from the students’ perspectives. The main objective of the research study aims to measure students’ attitudes towards entrepreneurial intentions, as impacted in an entrepreneurial teaching context. Additionally, it seeks to highlight the significance of the entrepreneurial competence of the lecturing team that goes beyond traditional teaching methods and focuses on fostering an educational environment. As entrepreneurial competence guides opportunity identification by combining skills, knowledge, and attributes and developing them into values, it bridges the gap between teaching and learning, preparing the students to cope with the challenges of the entrepreneurial world. The data were gathered by administering a structured questionnaire that focuses on the perspectives of students in the third cycle of study. The disseminated questionnaire included closed-ended questions related to the entrepreneurial education context, the entrepreneurial competence of the lecturing team, and entrepreneurial intentions. The results of this study demonstrate that the relationship between the entrepreneurial competence of lecturers and entrepreneurial education is crucial for fostering a dynamic and effective learning environment to enhance the entrepreneurial intentions of the students.
Full article
Figure 1
Open AccessArticle
The Effects of an Entrepreneurial Project on the Career-Choice Readiness, Metacognition, and Growth Mindset of Secondary Students
by
Maxi Eileen Brausch-Böger and Manuel Förster
Educ. Sci. 2024, 14(5), 485; https://doi.org/10.3390/educsci14050485 - 02 May 2024
Abstract
The present study evaluated the effect of a four-day entrepreneurial project on the career-choice readiness of secondary school students. The hypotheses underlying this study state that participation in a school startup project increases the students’ career-choice readiness, growth mindset, and metacognition. Based on
[...] Read more.
The present study evaluated the effect of a four-day entrepreneurial project on the career-choice readiness of secondary school students. The hypotheses underlying this study state that participation in a school startup project increases the students’ career-choice readiness, growth mindset, and metacognition. Based on the literature, it is also assumed that a positive correlation exists between metacognition, growth mindset, and career-choice readiness. The present study examined a student entrepreneurship program by conducting a pre–post design. School classes developed and implemented business ideas with qualified coaches within the program based on a comprehensive didactic approach. Data from each group of participants were collected at two measurement time points. The results demonstrated that the values for all constructs increased in the post-test after participating in the entrepreneurial intervention. Furthermore, the findings indicate that a growth mindset is related to career-choice readiness and mediates the relationship between career-choice readiness and metacognition. Moreover, metacognition additionally favors a growth mindset. Based on the findings, entrepreneurial projects at schools are helpful for vocational orientation and should be extended by cooperating with external organizations and partners.
Full article
(This article belongs to the Special Issue Entrepreneurship Education: Challenged and Challenging)
►▼
Show Figures
Figure 1
Open AccessArticle
Engineering Education in the Age of AI: Analysis of the Impact of Chatbots on Learning in Engineering
by
Flor A. Bravo and Juan M. Cruz-Bohorquez
Educ. Sci. 2024, 14(5), 484; https://doi.org/10.3390/educsci14050484 - 02 May 2024
Abstract
The purpose of this paper is to explore the influence of using AI chatbots on learning within the context of engineering education. We framed this study on the principles of how learning works in order to describe the contributions and challenges of AI
[...] Read more.
The purpose of this paper is to explore the influence of using AI chatbots on learning within the context of engineering education. We framed this study on the principles of how learning works in order to describe the contributions and challenges of AI chatbots in five categories: (1) facilitating the acquisition, completion, or activation of prior knowledge and helping organize knowledge and making connections; (2) enhancing student motivation to learn; (3) fostering self-directed learning and the acquisition, practice, and application of the skills and knowledge they acquire; (4) supporting goal-directed practice and feedback; and (5) addressing student diversity and creating a positive classroom environment. To elicit the uses, benefits, and drawbacks of using AI chatbots in students’ learning, we conducted a thematic analysis of qualitative data gathered from surveying 38 student volunteers from 5 different electronic and mechatronic engineering courses at a South American university. Based on a literature review and an evidence-based discussion, we offer practical suggestions for instructors who want to promote the use of AI to enhance their students’ learning.
Full article
(This article belongs to the Special Issue Application of AI Technologies in STEM Education)
Journal Menu
► ▼ Journal Menu-
- Education Sciences Home
- Aims & Scope
- Editorial Board
- Topical Advisory Panel
- Instructions for Authors
- Special Issues
- Topics
- Sections & Collections
- Article Processing Charge
- Indexing & Archiving
- Editor’s Choice Articles
- Most Cited & Viewed
- Journal Statistics
- Journal History
- Journal Awards
- Society Collaborations
- Editorial Office
Journal Browser
► ▼ Journal BrowserHighly Accessed Articles
Latest Books
E-Mail Alert
News
Topics
Topic in
Administrative Sciences, Education Sciences, Societies, Sustainability
Embedding Sustainability in Organizations through Climate, Culture and Leadership
Topic Editors: Sandro Serpa, Maria José SáDeadline: 31 May 2024
Topic in
Education Sciences, Entropy, JAL, Societies, Sustainability
Sustainability in Aging and Depopulation Societies
Topic Editors: Shiro Horiuchi, Gregor Wolbring, Takeshi MatsudaDeadline: 15 June 2024
Topic in
Education Sciences, Administrative Sciences, Economies, Sustainability, ASI
Effectiveness and Sustainable Application on Educational Technology
Topic Editors: Jian-Hong Ye, Yung-Wei Hao, Yu-Feng Wu, Savvas A. ChatzichristofisDeadline: 31 August 2024
Topic in
Education Sciences, EJIHPE, Healthcare, Humanities, Societies, IJERPH
Teaching Social Sciences and Humanities in Medicine, Allied Health and Social Care
Topic Editors: Costas S Constantinou, Lisa Dikomitis, Eirini Kampriani, Jeni HardenDeadline: 25 December 2024
Conferences
Special Issues
Special Issue in
Education Sciences
Psychological Studies of Teacher–Student Relationships: Factors, Conditions and Consequences
Guest Editors: Anna Silvia Bombi, Anna Di NorciaDeadline: 10 May 2024
Special Issue in
Education Sciences
Language Education in the Digital Age: An International Perspective
Guest Editors: Francisco J. Palacios-Hidalgo, Cristina A. Huertas-AbrilDeadline: 15 May 2024
Special Issue in
Education Sciences
Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts
Guest Editors: Laura Alonso Díaz, María José Hernández SerranoDeadline: 31 May 2024
Special Issue in
Education Sciences
Successful School Leadership: Perceptions and Practice in Multiple Countries
Guest Editors: Christopher Day, Jingping SunDeadline: 15 June 2024
Topical Collections
Topical Collection in
Education Sciences
Massive Open Online Courses
Collection Editor: Ebba Ossiannilsson
Topical Collection in
Education Sciences
Trends and Challenges in Higher Education
Collection Editors: Donald A. Donahue, Paul Barach