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
The Worked-Example Effect and a Mastery Approach Goal Orientation
Educ. Sci. 2024, 14(6), 597; https://doi.org/10.3390/educsci14060597 (registering DOI) - 1 Jun 2024
Abstract
This study aimed to explore the impact of a mastery approach goal orientation (MAGO) on learning from worked examples. In this experiment (N = 98, mean age = 13.9 years), learners had their MAGO measured, and received instruction in mathematics, either through
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This study aimed to explore the impact of a mastery approach goal orientation (MAGO) on learning from worked examples. In this experiment (N = 98, mean age = 13.9 years), learners had their MAGO measured, and received instruction in mathematics, either through a worked-example or a problem-solving strategy. The study demonstrated that the worked-examples approach resulted in enhanced retention (but not transfer) and decreased cognitive load when compared to the problem-solving approach. However, there was a significant interaction between instructional strategy and the MAGO, indicating that only learners with a high MAGO benefited from worked examples. Learners with higher MAGO levels also experienced less cognitive load than learners with a lower MAGO. These results indicate a moderating role of MGO in enhancing the effectiveness of worked examples. This study also found that prior knowledge was the only factor influencing transfer performance, highlighting the importance of studying its impact.
Full article
(This article belongs to the Special Issue Cognitive Load Theory: Emerging Trends and Innovations)
Open AccessArticle
System Reform: The Ever-Elusive Quest—An Australian Study of How System Middle Leaders’ Role Enactment Influences the Attainment of Policy Coherence
by
Tania Leach
Educ. Sci. 2024, 14(6), 596; https://doi.org/10.3390/educsci14060596 (registering DOI) - 1 Jun 2024
Abstract
Within an educational context, the current aim of policy translation is to achieve policy coherence by strategically and structurally aligning components, enabling whole system reform. While acknowledging the importance of this coherence conceptualisation, the current literature perspective primarily emphasises message conveyance, and lacks
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Within an educational context, the current aim of policy translation is to achieve policy coherence by strategically and structurally aligning components, enabling whole system reform. While acknowledging the importance of this coherence conceptualisation, the current literature perspective primarily emphasises message conveyance, and lacks a dimension that identifies policy coherence as the result of how individuals, including middle leaders, interpret and translate policy into actions, both individually and collectively. System middle leaders occupy a unique position within organisational structures, as they bridge the gap between executive system leaders and school- based leaders. To investigate how policy is interpreted and translated within their roles and the impact this has on attaining policy coherence, this study employed an interpretivist approach to exploratory case study methodology, grounded in a review of authoritative literature. The aim was twofold; first, to enhance understanding of policy coherence development at the system middle level by exploring the role enactment of system middle leaders within a large Australian government education system; and second, to examine the interconnectedness and impact of leaders’ role enactment on policy coherence for system reform. Findings suggest that achieving policy coherence is hindered by a lack of role clarity among system leaders, in relation to policy implementation, stemming from the inconsistent interpretation and translation of policy into system strategy documentation and a deficiency in formal policy interpretation and role induction practices. As a result, individual system leaders often turn to informal policy interpretations and interactions with peers to clarify roles, leading to role tensions, accountability ambiguity and partial policy implementation. As a result, this study concludes that the integration of role theory, policy implementation theory and organisational alignment theory offers an interpretivist insight into the development of policy coherence for system reform, illuminating a theoretical pathway and practical recommendations for systems to attain policy coherence.
Full article
(This article belongs to the Special Issue Critical Issues for Senior, Middle and Other Levels of Leadership)
Open AccessReview
What Is Known about Assistive Technologies in Distance and Digital Education for Learners with Disabilities?
by
Jaime Sánchez, José Reyes-Rojas and Jhon Alé-Silva
Educ. Sci. 2024, 14(6), 595; https://doi.org/10.3390/educsci14060595 - 30 May 2024
Abstract
Distance education and the development of assistive technologies represent a possibility of balancing the access and participation of people with special educational needs in learning experiences and participation in society. This study is aimed at finding out what is known about distance education
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Distance education and the development of assistive technologies represent a possibility of balancing the access and participation of people with special educational needs in learning experiences and participation in society. This study is aimed at finding out what is known about distance education mediated by assistive technology based on an analysis of the characteristics of scientific production. Through a review of the literature, the sample content is analyzed, culminating in trends that point towards the autonomy and independence of this people, the need for accommodation and accompaniment in a scenario of permanent technological change, initial training and continuing education of inclusive education teachers, as well as collegiate participation between professionals, community, and family in the design of training courses and technologies for people with special needs. The results reveal limited scientific productivity at all educational levels, with greater use of technologies to assist visual and hearing disabilities. The trends emphasize autonomy, Universal Design for Learning, and the challenges of technological adaptation. Findings are discussed and synthesized with the purpose of informing policy makers, researchers, and school communities.
Full article
(This article belongs to the Special Issue Digital Technology for Students with Learning Disabilities)
Open AccessArticle
A Study on the Influence of the Affective Domain on the Attitudes of Middle School Students toward Mathematics from a Gender Perspective
by
Mariana Gutierrez-Aguilar and Santa Tejeda
Educ. Sci. 2024, 14(6), 594; https://doi.org/10.3390/educsci14060594 - 30 May 2024
Abstract
Women’s representation in Science, Technology, Engineering and Mathematics (STEM) is a powerful resource to motivate girls to study STEM degrees and fulfill the growing demands for professionals in these fields. From their youth, positive attitudes toward mathematics are characteristic of girls and boys
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Women’s representation in Science, Technology, Engineering and Mathematics (STEM) is a powerful resource to motivate girls to study STEM degrees and fulfill the growing demands for professionals in these fields. From their youth, positive attitudes toward mathematics are characteristic of girls and boys who study STEM degrees. This research aims to identify the association between gender stereotypes and attitudes toward mathematics. The 6° grade generation from a middle school in Monterrey, Mexico, first answered tests on attitudes toward mathematics and gender stereotypes in mathematics. Afterwards, a sample group underwent a 4-week intervention during which students saw videos of STEM professionals and answered a questionnaire on student’s self-perception in STEM careers. Finally, the tests were reapplied with a questionnaire on the use and ease of mathematics. Quasi-statistical and discourse analysis were used to obtain the results. These are presented through a model that highlights the mediating role that the mathematical self-concept and the interest/enjoyment for mathematics have in the association between gender stereotypes and attitudes toward mathematics. The role of gender on female’s lower mathematical self-concept is also exposed, suggesting subsequent lines of research on improving self-concept as an approach to equitably increase students’ interests in STEM degrees from their youth.
Full article
(This article belongs to the Special Issue Gender and STEM Education)
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Open AccessArticle
Inquiry vs. Inquiry-Creative: Emphasizing Critical Thinking Skills of Prospective STEM Teachers in the Context of STEM Learning in Indonesia
by
Saiful Prayogi, Muhammad Roil Bilad, Ni Nyoman Sri Putu Verawati and Muhammad Asy’ari
Educ. Sci. 2024, 14(6), 593; https://doi.org/10.3390/educsci14060593 - 30 May 2024
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In an evolving perspective, lecturers consider that inquiry is one of the best forms of learning to drill critical thinking. This study assesses the practice of inquiry to develop the critical thinking skills of prospective science, technology, engineering, and mathematics (STEM) teachers in
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In an evolving perspective, lecturers consider that inquiry is one of the best forms of learning to drill critical thinking. This study assesses the practice of inquiry to develop the critical thinking skills of prospective science, technology, engineering, and mathematics (STEM) teachers in Indonesia, which is a suitable way to address the problems in the country. Through the experimental design, three groups were formed, which were intervened with inquiry learning, inquiry-creative, and traditional teaching. The learning intervention was carried out within one month using a pre-validated instrument. The critical thinking data were analyzed descriptively based on the pre-test and post-test mean parameters and n-gain on critical thinking indicators, as well as individual critical thinking performance. Statistical analyses (paired-t test, ANOVA, and least significant difference test) were employed to provide confidence in the differences in critical thinking skills across the three learning treatments (p < 0.05). The prospective STEM teachers’ critical thinking skills showed varied performances among the three groups. The inquiry-creative group had the strongest impact, followed by inquiry and traditional teaching, all differing significantly. In summary, the findings suggest that current teaching practices in STEM education need to be reconsidered, showing the advantage of the inquiry-creative model in developing the critical thinking skills essential for future teachers and creators in the STEM fields.
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Open AccessArticle
Enhancing Active Learning through a Holistic Approach: A Case Study of Primary Education in Lithuania
by
Brigita Miseliūnaitė and Gintautas Cibulskas
Educ. Sci. 2024, 14(6), 592; https://doi.org/10.3390/educsci14060592 - 30 May 2024
Abstract
The renewed Lithuanian General Framework for Primary Education emphasises an integrated and holistic approach, advocating for active, experiential learning methods without compartmentalisation (2022). This study aims to determine which active, holistic educational methods are prevalent in the Lithuanian primary education system. In holistic
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The renewed Lithuanian General Framework for Primary Education emphasises an integrated and holistic approach, advocating for active, experiential learning methods without compartmentalisation (2022). This study aims to determine which active, holistic educational methods are prevalent in the Lithuanian primary education system. In holistic education theory, active learning methodologies are divided into transactional and transformational strands. To accomplish the research goal, we carried out a two-phase quantitative study. This study involved 365 Lithuanian primary school teachers and seven public primary schools. The researcher observed 30 lessons conducted by different teachers. The collected data underwent quantitative analysis and qualitative interpretation. The results indicate that transaction-oriented active learning methods, such as group work, discussion, and play-based learning, are standard in Lithuanian primary education settings. The study identifies a lack of transformative educational approaches at the primary level.
Full article
(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)
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Open AccessArticle
The Promise of AI Object-Recognition in Learning Mathematics: An Explorative Study of 6-Year-Old Children’s Interactions with Cuisenaire Rods and the Blockplay.ai App
by
Michael Rumbelow and Alf Coles
Educ. Sci. 2024, 14(6), 591; https://doi.org/10.3390/educsci14060591 - 30 May 2024
Abstract
We developed and trained a prototype AI-based object-recognition app, blockplay.ai, to recognise Cuisenaire rods placed on a tabletop, and speak the rods’ lengths. We challenged 6-year-olds in a primary school in England to play a ‘game’: can you make the app say the
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We developed and trained a prototype AI-based object-recognition app, blockplay.ai, to recognise Cuisenaire rods placed on a tabletop, and speak the rods’ lengths. We challenged 6-year-olds in a primary school in England to play a ‘game’: can you make the app say the two times table? Drawing methodologically on theories of embodiment, we analyse two videoclips, each of a child interacting with rods, the app and the task set by the researchers, as a dynamic, complex child-rods-app-task body-artefact system. Theoretically we draw on Davydovian concepts of learning as a concrete-to-abstract-to-new-concrete cycle, using abstract artefacts such as mathematical language to coordinate new perceptually-guided actions on concrete objects. In one videoclip the child’s pattern of actions are consistent with a change, within a few minutes, from perceiving and acting on rods as counters, to perceiving and acting on rods as lengths; in the other videoclip, this does not happen. We analyse the changes in patterns of interactions as shifts to new stable attractors in a dynamic child-rods-app-task body-artefact system, driven by tensions generated by unexpected concrete-to-abstract relationships. We end by looking forward to the range of possible uses of object-recognition technology in the learning of mathematics, for example, provoking algebraic awareness.
Full article
(This article belongs to the Special Issue Methods and Tools in Mathematics Education)
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Analysing Conversation Pathways with a Chatbot Tutor to Enhance Self-Regulation in Higher Education
by
Ludmila Martins, Maite Fernández-Ferrer and Eloi Puertas
Educ. Sci. 2024, 14(6), 590; https://doi.org/10.3390/educsci14060590 - 30 May 2024
Abstract
Chatbots can have a significant positive impact on learning. There is a growing interest in their application in teaching and learning. The self-regulation of learning is fundamental for the development of lifelong learning skills, and for this reason, education should contribute to its
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Chatbots can have a significant positive impact on learning. There is a growing interest in their application in teaching and learning. The self-regulation of learning is fundamental for the development of lifelong learning skills, and for this reason, education should contribute to its development. In this sense, the potential of chatbot technologies for supporting students to self-regulate their learning activity has already been pointed out. The objective of this work is to explore university students’ interactions with [EDUguia] chatbot to understand whether there are patterns of use linked to phases of self-regulated learning and academic task completion. This study presents an analysis of conversation pathways with a chatbot tutor to enhance self-regulation skills in higher education. Some relevant findings on the length, duration, and endpoints of the conversations are shared. In addition, patterns in these pathways and users’ interactions with the tool are analysed. Some findings are relevant to the analysis of the link between design and user experience, but they can also be related to implementation decisions. The findings presented could contribute to the work of other educators, designers, and developers interested in developing a tool addressing this goal.
Full article
(This article belongs to the Special Issue Current Challenges in Digital Higher Education)
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Predictors of Professional Identity among Early Childhood Teacher Students
by
Anne Karin Vikstøl Olsen, Ingirid Geirsdatter Heald Kjær and Kristin Severinsen Spieler
Educ. Sci. 2024, 14(6), 589; https://doi.org/10.3390/educsci14060589 - 30 May 2024
Abstract
Professional identity has been suggested to be decisive for efficiency and high work quality among the workforces. Central in early childhood teacher education is the development of students to become professional actors in a workplace setting upon graduation, thus developing a professional identity.
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Professional identity has been suggested to be decisive for efficiency and high work quality among the workforces. Central in early childhood teacher education is the development of students to become professional actors in a workplace setting upon graduation, thus developing a professional identity. However, the field lacks knowledge about the factors that are associated with professional identity among early childhood teacher students. Thereby, the aim of this study was to investigate the predictive value of learning climate (performance climate and mastery climate) in interaction with professors and academic self-efficacy on professional identity. The study adopted a quantitative cross-sectional approach, whereby data were collected by questionnaire. A total of 190 (first- and second-years students) attending a three-year bachelor’s degree in early childhood teacher education completed the questionnaire. The results show that learning climate and academic self-efficacy are significantly associated with professional identity among early childhood teacher students, indicating the importance of facilitating a learning environment that promotes students’ academic self-efficacy, mastery, and intellectual development. These findings indicate the importance of facilitating an environment that promotes students’ academic self-efficacy, intellectual development, and a mastery-oriented climate, in addition to strengthening the connection and interaction between students and professors.
Full article
Open AccessArticle
Evaluating Online Security Behavior: Development and Validation of a Personal Cybersecurity Awareness Scale for University Students
by
László Bognár and László Bottyán
Educ. Sci. 2024, 14(6), 588; https://doi.org/10.3390/educsci14060588 - 29 May 2024
Abstract
As the digital age permeates higher education, the cybersecurity awareness of university students has emerged as a pressing concern. This study examines the behavioral factors influencing students’ cybersecurity practices, developing a robust, empirically validated survey. Our research applies a comprehensive framework employing both
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As the digital age permeates higher education, the cybersecurity awareness of university students has emerged as a pressing concern. This study examines the behavioral factors influencing students’ cybersecurity practices, developing a robust, empirically validated survey. Our research applies a comprehensive framework employing both exploratory and confirmatory factor analyses (EFA; CFA) to affirm the survey’s ability to capture the intricate dimensions of students’ cybersecurity awareness. A structural equation model (SEM) has been developed to delineate and scrutinize five key dimensions of cybersecurity behaviors within the student body. Post-validation, we utilized this model to conduct a thorough comparative analysis of cybersecurity behaviors among members of the varied student demographic that participated in the survey. The investigation included an examination of behavior across genders, age groups, academic disciplines, and cultural backgrounds, shedding light on the diverse cybersecurity behaviors that define the modern student experience. Our research ultimately strives to contribute to the enhancement of digital security in educational environments, aligning student online practices with robust security measures and nurturing a cybersecurity-aware culture in academia.
Full article
(This article belongs to the Special Issue Cybersecurity and Online Learning in Tertiary Education)
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Open AccessArticle
Correlation between Academic Achievement Results and Students’ Perceptions in Instant Response System-Based Language Learning Classes at the University
by
Tae-Jin Koh and Yong-Jeong Kim
Educ. Sci. 2024, 14(6), 587; https://doi.org/10.3390/educsci14060587 - 29 May 2024
Abstract
In the contemporary university environment, there is a growing trend towards the use of innovative pedagogical methods aimed at increasing student engagement and learner-centeredness. Despite this shift, traditional lecture formats continue to be used, particularly in large classes or language courses. This is
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In the contemporary university environment, there is a growing trend towards the use of innovative pedagogical methods aimed at increasing student engagement and learner-centeredness. Despite this shift, traditional lecture formats continue to be used, particularly in large classes or language courses. This is largely due to the perceived efficiency and convenience of the traditional lecture format for both teachers and students. However, the limited interaction and communication inherent in traditional lectures can hinder student satisfaction and participation. To address this, the integration of an instant response system (IRS) into the classroom environment offers a promising solution. These systems, which leverage technology and anonymity, facilitate real-time feedback and active student participation without placing a significant burden on the instructor. This study examines the implementation of IRSs in Hindi language learning courses at Hankuk University of Foreign Studies, Seoul, focusing on their impact on student satisfaction, engagement, and self-efficacy at different levels of academic achievement. The findings reveal nuanced differences in perceptions and outcomes between high, average, and low achievers, highlighting the potential of IRSs to foster engagement and communication in diverse learner cohorts. Contrary to expectations, satisfaction levels did not consistently correlate with academic performance. In fact, middle achievers showed significant benefits. Qualitative findings further elucidate students’ experiences and highlight the importance of tailored approaches to maximize the effectiveness of IRSs. Overall, this research highlights the adaptability and effectiveness of IRSs in promoting active learning environments, and offers valuable implications for instructional design and pedagogical practice.
Full article
(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)
Open AccessArticle
Mapping Science Communication in Higher Education in Portugal: A Systematic Evidence Analysis of PhD and Master’s Programs
by
Cecília Guerra, António Moreira, Pedro Pombo, Cecília Galvão, Cláudia Faria, António Granado, Ana Sanchez, João Carlos Paiva, Paulo Simeão Carvalho and Elsa Costa e Silva
Educ. Sci. 2024, 14(6), 586; https://doi.org/10.3390/educsci14060586 - 29 May 2024
Abstract
Science communication training plays a crucial role in enabling scientists to effectively connect with the public, emphasizing essential skills such as building trust in scientific and technological advancements. Despite significant progress, some studies show a notable deficiency in higher education (HE) institutional structures
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Science communication training plays a crucial role in enabling scientists to effectively connect with the public, emphasizing essential skills such as building trust in scientific and technological advancements. Despite significant progress, some studies show a notable deficiency in higher education (HE) institutional structures and mechanisms dedicated to science communication training, addressing a diverse audience including researchers, teachers, and science monitors. This study delves into the key characteristics of current science communication postgraduate training programs within the HE landscape of Portugal. Our analysis is based on a comprehensive examination of the curricula of five science communication doctoral programs offered by four public universities in Portugal. The research involves a meticulous review of course documents and insights gathered from five directors through a detailed questionnaire. The primary objectives of this research are to discern the specific goals pursued by each course, uncover the content and development of competencies within their curricula, and explore the market opportunities envisioned by each offering. The results underscore that these programs equip students with the necessary competencies to effectively address challenges in science communication, notably enhancing public understanding of science. Significant findings suggest that Portugal’s current higher education scenario predominantly emphasizes cultivating postgraduate training activities in authentic settings, fostering collaborative partnerships with society. This article is a foundational resource for further exploration into the discipline-specific applications of science communication, aiming to elevate academic engagement with society.
Full article
(This article belongs to the Special Issue Science Communication in Education: Mapping the Field to Foster the Impact and Sustainability of Education Sciences)
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Open AccessArticle
Motivational Orientation Profiles and Study Well-Being among Higher Education Students
by
Satu Laitinen, Ari Kaukiainen and Tiina Tuominen
Educ. Sci. 2024, 14(6), 585; https://doi.org/10.3390/educsci14060585 - 29 May 2024
Abstract
A person-centered approach was applied to identify the motivational orientation profiles in a sample of 1533 higher education students in Finland at different years of their studies. We also explored the extent to which study engagement and study burnout relate to motivational orientation
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A person-centered approach was applied to identify the motivational orientation profiles in a sample of 1533 higher education students in Finland at different years of their studies. We also explored the extent to which study engagement and study burnout relate to motivational orientation profiles, and we examined the association between motivational orientation profiles and academic achievement (i.e., study credits). Three groups of students with distinctive motivational orientation profiles—mastery-oriented, moderation-oriented, and avoidance-oriented—were identified using latent profile analysis. The results showed that high study engagement and academic achievement, in terms of study credits, were associated with the mastery-oriented group. High study burnout was associated with the avoidance-oriented group. The moderation-oriented students reported average levels of motivation relative to the two other groups. The study also considered the importance of motivational orientation, study well-being, and academic achievement across different years of study, seeing this as relevant and beneficial, as motivational issues may be crucial during studying, not only upon entering higher education.
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(This article belongs to the Special Issue Understanding Motivation for Education)
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Open AccessArticle
Exploring Students’ Experiences with Mindfulness Meditations in a First-Year General Engineering Course
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Larkin Martini, Mark Vincent Huerta, Jazmin Jurkiewicz, Brian Chan and Diana Bairaktarova
Educ. Sci. 2024, 14(6), 584; https://doi.org/10.3390/educsci14060584 - 29 May 2024
Abstract
With growing mental health concerns among college students, they need to effectively develop skills to alleviate stress amidst the demands of university life. Teaching mindfulness skills to engineering students early in their programs, such as during introductory courses, may provide students with the
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With growing mental health concerns among college students, they need to effectively develop skills to alleviate stress amidst the demands of university life. Teaching mindfulness skills to engineering students early in their programs, such as during introductory courses, may provide students with the tools they need to effectively cope with academic stressors, support well-being, and mitigate mental health concerns. This study aimed to understand the variation in experiences of engineering students who participated in weekly mindfulness meditation during a first-year cornerstone engineering course. This study used a thematic analysis approach to analyze students’ in-class, weekly reflections from eight meditation exercises across two course sections. The frequency of codes and themes were then analyzed across meditation types to identify trends in student experiences. Our results show that the most common student experience from engaging in mindfulness meditation was feeling less stressed, calmer, and more relaxed. Other positive experiences include feeling more energized and focused. Some students, however, did report some negative experiences, such as distress and tiredness. The Dynamic Breathing exercise, in particular, showed higher rates of negative experiences than other meditation types. The results also demonstrate that different types of meditations produce different student experiences. Meditation exercises with open monitoring components showed higher rates of insight/awareness and difficulty focusing attention than focused attention meditations. These findings indicate that utilizing weekly mindfulness exercises in introductory engineering courses can benefit students’ overall mental health and well-being when adequately implemented.
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(This article belongs to the Special Issue Stress Management and Student Well-Being)
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A Methodology to Introduce Sustainable Development Goals in Engineering Degrees by Means of Multidisciplinary Projects
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Isidro Calvo, Edorta Carrascal, José Manuel González, Aintzane Armentia, José Miguel Gil-García, Oscar Barambones, Xabier Basogain, Inmaculada Tazo-Herran and Estibaliz Apiñaniz
Educ. Sci. 2024, 14(6), 583; https://doi.org/10.3390/educsci14060583 - 28 May 2024
Abstract
The sustainable development goals (SDGs) reflect the relevance that sustainability is gaining in our societies. Including sustainability-related topics in university curricula requires the revision of the contents, teaching/learning strategies and assessment techniques. Although engineering degrees are starting to introduce them, it may become
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The sustainable development goals (SDGs) reflect the relevance that sustainability is gaining in our societies. Including sustainability-related topics in university curricula requires the revision of the contents, teaching/learning strategies and assessment techniques. Although engineering degrees are starting to introduce them, it may become complex to design significant educational experiences. This partly comes from the fact that sustainability is a highly multidisciplinary issue but, currently, the knowledge is compartmentalised into subjects. In this challenging scenario, concrete activities are required for students to better internalise sustainability issues. This work aims to present a methodology that guides academic staff to materialise the design of sustainability-related multidisciplinary activities. Since the designers of new activities may benefit from knowledge of similar experiences, this article describes one implementation throughout eight subjects within the Bachelor’s degree on Industrial Electronics and Automation Engineering at UPV/EHU. The analysis and optimisation of the thermal comfort and energy consumption in the Faculty building became the common thread to design an educational itinerary that covers several subjects along all academic years of the degree, making use of active methodologies. The problem is analysed for every subject from different perspectives. Two questionnaires, carried out before and after the activities, were used for analysing the perception of the students after the activities. Results proved that the multidisciplinary project raised awareness about the SDGs and allowed students to visualise how to apply the acquired skills in problems close to their experience. As a result, more students considered sustainability as a possible future professional activity.
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(This article belongs to the Special Issue Learning for Sustainability: Challenges and Progress of Embedding Sustainability into Teaching and Learning and Beyond)
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How Do Primary and Early Secondary School Students Report Dealing with Positive and Negative Achievement Emotions in Class? A Mixed-Methods Approach
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Juliane Schlesier, Diana Raufelder, Laura Ohmes and Barbara Moschner
Educ. Sci. 2024, 14(6), 582; https://doi.org/10.3390/educsci14060582 - 28 May 2024
Abstract
Students experience both positive and negative emotions during lessons. However, little research has been conducted into students’ perspectives on how they deal with these emotions. For this reason, the current study aimed to investigate how students perceive, deal with, and interact in emotional
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Students experience both positive and negative emotions during lessons. However, little research has been conducted into students’ perspectives on how they deal with these emotions. For this reason, the current study aimed to investigate how students perceive, deal with, and interact in emotional classroom situations, using a mixed-methods approach. In Study 1, 28 primary school children in the fourth grade drew pictures of achievement-emotion situations and were subsequently interviewed. In a three-step analysis process, students’ drawings and interviews were analysed using open coding and content analysis. In Study 2, 635 students from 38 primary and secondary schools in northern Germany reported (via the DECCS questionnaire) their appraisals, achievement emotions, emotion regulation behaviour, and desired teacher support regarding two case vignettes: one involving a learning situation and the other a performance situation. The results of Study 1 reveal that peers play a crucial role in how students deal with positive emotions in class. The structural equation model of Study 2 shows that almost all pathways between emotion regulation behaviour (maladaptive as well as adaptive) and students’ desired teacher behaviour in the form of praise and support are significant. The results of both studies indicate that social support (i.e., peer interactions and teacher support) is crucial in how students deal with both positive and negative achievement emotions in class.
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(This article belongs to the Special Issue Advancing Research and Methods about Students and Teachers’ Emotions: Correlates, Predictors, and Outcomes)
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Open AccessArticle
Structural Impediments Impacting Early-Career Women of Color STEM Faculty Careers
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Johnny C. Woods, Jr., Tonisha B. Lane, Natali Huggins, Allyson Leggett Watson, Faika Tahir Jan, Saundra Johnson Austin and Sylvia Thomas
Educ. Sci. 2024, 14(6), 581; https://doi.org/10.3390/educsci14060581 - 28 May 2024
Abstract
Women of Color faculty continue to experience many challenges in their careers, especially in the science, technology, engineering, and mathematics (STEM) fields. As such, more research is needed that considers structural issues inhibiting their success. Using structuration theory and critical race feminism as
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Women of Color faculty continue to experience many challenges in their careers, especially in the science, technology, engineering, and mathematics (STEM) fields. As such, more research is needed that considers structural issues inhibiting their success. Using structuration theory and critical race feminism as a conceptual framework, we conducted semi-structured interviews with 19 faculty and administrators in STEM departments at higher education institutions to investigate their perceptions of structural impediments impacting early-career Women of Color STEM faculty careers. Our findings revealed the need to establish policies that are clear, documented, and transparent. Additionally, incremental approaches to tenure and promotion evaluations should be reconsidered, especially when this approach may position Women of Color faculty to appear as if they are underperforming, when the opposite may be true. Furthermore, as higher education institutions endeavor to diversify the professoriate, this study is significant in enabling institutions and STEM departments to be aware of systemic issues confronting them to make significant inroads in retaining and advancing Women of Color faculty in these disciplines.
Full article
(This article belongs to the Special Issue Gender and STEM Education)
Open AccessEditorial
Methodological Insights for Decolonising Research and EdTech
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Matt Smith, Marguerite Koole, Taskeen Adam, John Traxler and Shri Footring
Educ. Sci. 2024, 14(6), 580; https://doi.org/10.3390/educsci14060580 - 27 May 2024
Abstract
This paper is an innovative attempt to quickly scan methodological approaches within the field of EdTech, drawing specifically on the articles contained within the Special Issue of Education Sciences on decolonising educational technology for which we served as editors (https://www [...]
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(This article belongs to the Special Issue Decolonising Educational Technology)
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Self-Regulation of Student Learning in a STEAM Project
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María Dolores López Carrillo, Amelia Calonge García and José Alberto Lebrón Moreno
Educ. Sci. 2024, 14(6), 579; https://doi.org/10.3390/educsci14060579 - 27 May 2024
Abstract
Self-regulated learning refers to the learner’s ability to regulate his or her behaviour, focusing on the acquisition of academic content, skill, or task. This concept includes aspects related to cognitive and emotional self-regulation. According to research studies, the aspect of STEAM education is
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Self-regulated learning refers to the learner’s ability to regulate his or her behaviour, focusing on the acquisition of academic content, skill, or task. This concept includes aspects related to cognitive and emotional self-regulation. According to research studies, the aspect of STEAM education is a crucial determinant of academic success. Thus, in this type of education, attitudes towards science are also important, considering different aspects such as enjoyment, interest, usefulness, and self-efficacy and factors like age, educational stage, gender, family context, and self-concept. This study aims to analyse how Primary School students, who participated in a STEAM project, perceive their own learning process in aspects related to metacognition and self-efficacy, as well as their interest and enjoyment during the activities; furthermore, how the connections between these aspects are. In this project, 109 students between 9 and 11 years old from two different schools participated, using a questionnaire validated by experts. The results show that students show a high appreciation for STEAM work through this type of project as it enables problem-solving and critical thinking associated with the development of satisfaction and positive self-concept in doing it. These distinct aspects show significant correlations between them favoured by the designed STEAM project.
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(This article belongs to the Special Issue STEAM Education and Digital Competencies)
Open AccessArticle
Facilitators of Success for Teacher Professional Development in Literacy Teaching Using a Micro-Credential Model of Delivery
by
Amy Scott, Megan E. Gath, Gail Gillon, Brigid McNeill and Dorian Ghosh
Educ. Sci. 2024, 14(6), 578; https://doi.org/10.3390/educsci14060578 - 27 May 2024
Abstract
Teachers play a critical role in supporting the early literacy development of students; however, keeping up with evidence-based practice while performing a busy teaching role can be challenging. Micro-credentials are one potential route for keeping teachers up to date with the best practices
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Teachers play a critical role in supporting the early literacy development of students; however, keeping up with evidence-based practice while performing a busy teaching role can be challenging. Micro-credentials are one potential route for keeping teachers up to date with the best practices for literacy teaching due to their ability to provide targeted and flexible professional development opportunities. The current study used a mixed-methods design to evaluate two micro-credential courses being offered through the Better Start Literacy Approach. The Better Start Literacy Approach (BSLA) is an evidence-based, structured literacy approach, targeted at 5–7-year-old children in New Zealand. An online survey was used to collect qualitative and quantitative data from 263 teachers and literacy specialists regarding their experience of completing the BSLA micro-credential training. Overall, respondents reported positive experiences, describing how the micro-credential changed their teaching practice, built their knowledge of effective literacy instruction and led to measurable progress in students’ literacy skills. Several design features were highlighted as useful, including the ability to revisit videos and resources multiple times, the organization into modules and the ‘24/7’ nature of access. Findings from the current research demonstrate the importance of utilizing key course design decisions to ensure accessibility and the potential for the positive impact of micro-credentials in the education sector.
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(This article belongs to the Section Teacher Education)
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