Education Sciences

13 pages, 218 KB

Open AccessArticle

Variations in Equitable Sociocultural Interactions Across Learning Activities in Pre-K to Third-Grade Classrooms

by Molly Goldberg, Dalhia Lloyd, Gullnar Syed and Stephanie M. Curenton

Educ. Sci. 2026, 16(10), 1592; https://doi.org/10.3390/educsci16101592 - 23 Sep 2026

This study used secondary data collected in public elementary schools from 2016 to 2019 to examine variations in equitable sociocultural interactions, measured by the Assessing Classroom Sociocultural Equity Scale (ACSES), among classroom formats (e.g., whole group, small group), content domains (e.g., language and [...] Read more.

This study used secondary data collected in public elementary schools from 2016 to 2019 to examine variations in equitable sociocultural interactions, measured by the Assessing Classroom Sociocultural Equity Scale (ACSES), among classroom formats (e.g., whole group, small group), content domains (e.g., language and literacy, math, science), and class sizes. The sample included 348 video recordings from 65 teachers. Results indicated that teachers made more connections to children’s home lives during language and literacy lessons compared to math lessons. Additionally, teachers provided children more Personalized Learning Opportunities during centers and small-group formats compared to whole-group formats. Analyses showed no variation in Inequitable Discipline or racially marginalized learners’ Participation and Engagement by content domain, classroom format, or class size. These findings point to the potential use of ACSES for measuring culturally responsive, equitable classroom management across multiple contents and classroom activity settings. Full article

19 pages, 2780 KB

Open AccessArticle

Automated Generation of Individualized Electrical Circuit Exercises Using Python and LTspice: Reducing Instructor Preparation Time

by Jordi Ortiz Murillo, José Ángel Díaz Madrid and Daniel Carreres Prieto

Educ. Sci. 2026, 16(10), 1591; https://doi.org/10.3390/educsci16101591 - 23 Sep 2026

Abstract

This study presents a methodology for the automatic generation of individualized electrical circuit exercise booklets using Python and LTspice and examines the academic outcomes observed after its implementation and its estimated effect on instructor preparation time. The methodology begins with the design of [...] Read more.

This study presents a methodology for the automatic generation of individualized electrical circuit exercise booklets using Python and LTspice and examines the academic outcomes observed after its implementation and its estimated effect on instructor preparation time. The methodology begins with the design of circuit theory exercises, which are subsequently parameterized and automatically simulated through Python scripts integrated with LTspice. Based on the simulation results, the system generates individualized exercise booklets, solution templates, and simulation files for each student while simultaneously collecting quantitative data to assess academic performance. The proposed approach enables both formative training and individualized assessment without substantially increasing the instructors’ workload. Descriptive comparison with previous academic years indicates no deterioration in academic outcomes, although the cohorts compared are not concurrent and no inferential testing was performed, so no causal claim about learning can be made. Combining measured execution times with estimated manual preparation times indicates a reduction of more than 95% in the time required to prepare individualized exercises for a cohort of 70 students, making it feasible to generate new individualized materials even for large classes. The methodology is also designed to strengthen the connection between theoretical concepts and practical laboratory activities, as the generated exercises are solved during lectures and later validated experimentally. Overall, the proposed system provides a scalable approach for generating and managing individualized educational resources while reducing instructors’ repetitive workload. Full article

(This article belongs to the Special Issue The Role of Technology in STEM Education: Opportunities and Challenges)

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24 pages, 785 KB

Open AccessArticle

Cultivating a Regional Geoscience Learning Ecosystem: Systemic Equity and Cultural Change in California’s Central Valley

by Michelle Selvans, Mara Brady, Aric Mine, Beth Weinman and Mathieu Richaud

Educ. Sci. 2026, 16(10), 1590; https://doi.org/10.3390/educsci16101590 - 23 Sep 2026

Abstract

The geosciences remain among the least racially diverse STEM fields, with limited progress over the past four decades. This article presents a case study of the San Joaquin Valley Geoscience Learning Ecosystem, a regional initiative designed to transform institutional culture and strengthen recruitment, [...] Read more.

The geosciences remain among the least racially diverse STEM fields, with limited progress over the past four decades. This article presents a case study of the San Joaquin Valley Geoscience Learning Ecosystem, a regional initiative designed to transform institutional culture and strengthen recruitment, engagement, and persistence for first-generation, low-income, and racially/ethnically diverse students in Geology and Environmental Science undergraduate majors at two Hispanic-Serving Institutions in California: Fresno State and the State Center Community College District. The project established a student cohort program, a faculty professional learning community, and community-based research experiences grounded in culturally-relevant pedagogy, place-based learning, and project-based learning. Drawing on implementation evidence and reflective analysis, we examine STEM culture change across four interrelated dimensions: structures and formal roles, languages and symbols, people, and power and decision-making. Our analysis indicates that sustained professional learning communities, shared disciplinary language, coordinated transfer relationships, and distributed leadership supported cultural change, while cross-institution collaboration helped address and complement structural barriers unique to two- and four-year settings. These insights and related recommendations for practitioners highlight that cultural change is discipline- and context-sensitive and can benefit from sustained connections across institutional boundaries within a disciplinary STEM learning ecosystem, offering adaptable strategies for STEM reform. Full article

(This article belongs to the Special Issue Creating Cultures and Structures of Opportunity in STEMM Ecosystems)

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18 pages, 656 KB

Open AccessArticle

From Digital Integration to Digital Normalization: Generational Trends in Students’ Perception of Social Media Impact (2016–2022)

by Jasmina Arsenijević and Gabriela Grosseck

Educ. Sci. 2026, 16(10), 1589; https://doi.org/10.3390/educsci16101589 - 23 Sep 2026

Abstract

This study examines how students perceive the influence of social media on everyday life across a seven-year period (2016–2022), focusing on two domains: aesthetic–consumer choices and lifestyle-related orientations. The research uses a cross-sectional design with repeated annual cohorts (N = 589) from [...] Read more.

This study examines how students perceive the influence of social media on everyday life across a seven-year period (2016–2022), focusing on two domains: aesthetic–consumer choices and lifestyle-related orientations. The research uses a cross-sectional design with repeated annual cohorts (N = 589) from social sciences programs, applying a questionnaire adapted from an existing instrument measuring the perceived influence of social media on consumer choices and lifestyle-related orientations. Factor analysis revealed a stable two-factor structure, while trend analysis showed that both dimensions follow a gradual and moderate upward trajectory. The influence on lifestyle is consistently higher than on aesthetic–consumer decisions, which indicates that students interpret digital content primarily through everyday routines and values rather than market-driven cues. The temporary stabilization of scores during the pandemic aligns with recent findings on digital fatigue, where increased exposure does not automatically increase perceived impact. In this context, the results suggest a gradual transition from digital integration toward digital normalization, understood as the process through which social media become a stable and taken-for-granted part of everyday student life. These findings contribute to understanding long-term patterns of students’ digital practices, particularly the ways in which social media become stabilized and embedded in everyday student life. Full article

(This article belongs to the Section Higher Education)

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18 pages, 603 KB

Open AccessArticle

Developing a Professional Learning Framework for Alternatively Certified Teachers: A Delphi Study of Knowledge, Skills, and Dispositions

by Michael J. Brody and Marcie D. Reuer

Educ. Sci. 2026, 16(10), 1588; https://doi.org/10.3390/educsci16101588 - 23 Sep 2026

Abstract

Teacher shortages and expanding alternative certification pathways have intensified the need for coherent support for teachers entering classrooms through nontraditional routes. This three-round Delphi study identified professional-learning priorities for newly alternatively certified teachers. Thirty-six K-12 teachers, administrators, and teacher educators in rural and [...] Read more.

Teacher shortages and expanding alternative certification pathways have intensified the need for coherent support for teachers entering classrooms through nontraditional routes. This three-round Delphi study identified professional-learning priorities for newly alternatively certified teachers. Thirty-six K-12 teachers, administrators, and teacher educators in rural and semi-rural Montana completed all three rounds. Round 1 generated 120 open-ended responses, which were refined into 108 Round 2 statements; 97 statements advanced to Round 3. The study defined consensus as a mean of at least 4.00 and a standard deviation of no more than 0.75. The supplied final item lists contained 89 rated statements: 29 knowledge, 26 skills, and 34 dispositions. Item-level verification against the supplied Round 3 summary statistics showed that 53 of the 89 statements met both criteria: 7 knowledge, 19 skills, and 27 dispositions. All 89 items are reported for transparency, together with means, standard deviations, criterion status, and provisional domain assignments. The framework organizes the rated priorities into four theory-informed professional-learning domains. Findings should be interpreted as structured expert judgment and a framework-development resource, not evidence of teacher effectiveness or a validated measurement model. Full article

(This article belongs to the Special Issue Developing Teachers' Professional Knowledge)

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22 pages, 349 KB

Open AccessArticle

An Overview of Female Researchers: Demands, Job Resources, and Mental Health Among Brazilian University Faculty

by Larissa Mahler Martins, Heila Magali da Silva Veiga and Michelle Morelo Pereira

Educ. Sci. 2026, 16(10), 1587; https://doi.org/10.3390/educsci16101587 - 23 Sep 2026

Abstract

Mental health problems among university faculty have been increasingly associated with intensified work demands, with women being particularly vulnerable due to persistent gender inequalities in academic careers. This study examined the perceptions of women faculty members at Brazilian public universities regarding work demands, [...] Read more.

Mental health problems among university faculty have been increasingly associated with intensified work demands, with women being particularly vulnerable due to persistent gender inequalities in academic careers. This study examined the perceptions of women faculty members at Brazilian public universities regarding work demands, organizational resources, and institutional practices aimed at promoting mental health and gender equity, using the Job Demands–Resources (JD-R) model as its theoretical framework. A qualitative study was conducted with eight women faculty members from public universities across different regions of Brazil, aged between 36 and 56 years (M = 46.5, SD = 7.05), most of whom were in stable relationships and reported household incomes ranging from BRL 15,000 to BRL 30,000 per month. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s Thematic Analysis. The findings revealed that occupational overload is intensified by gender inequalities, particularly those associated with motherhood penalties and the invisibility of caregiving work. The study also identified a shortage of organizational resources and limited effectiveness of institutional policies, leading participants to rely primarily on peer support and individual coping strategies. Although the sample represented a relatively socioeconomically privileged group, the findings underscore the importance of adopting an intersectional perspective and highlight the need for future research involving more diverse social identities. Full article

6 pages, 163 KB

Open AccessEditorial

Teacher Preparation in Multicultural Contexts—The Illusion of Universal Competence

by Shahar Gindi

Educ. Sci. 2026, 16(10), 1586; https://doi.org/10.3390/educsci16101586 - 22 Sep 2026

Abstract

The landscape of teacher preparation has transitioned from assimilationist, “melting pot” frameworks of teacher socialization toward models centered on intercultural competence and culturally responsive pedagogy (Banks & Banks, 2019) [...] Full article

(This article belongs to the Special Issue Teacher Preparation in Multicultural Contexts)

22 pages, 1118 KB

Open AccessSystematic Review

AI and Constructivist Pedagogy in TVET: A Scoping Review of Integration Mechanisms, Competencies, and Implementation Challenges

by Yiling Jiang, Marlissa Omar and Fathiyah Mohd Kamaruzaman

Educ. Sci. 2026, 16(10), 1585; https://doi.org/10.3390/educsci16101585 - 22 Sep 2026

Abstract

The integration of Artificial Intelligence (AI) into Technical and Vocational Education and Training (TVET) is reshaping instructional practices by enabling adaptive, learner-centered environments that support competency development. Reported in accordance with the PRISMA 2020 statement and PRISMA-ScR, this scoping review examines how AI-integrated [...] Read more.

The integration of Artificial Intelligence (AI) into Technical and Vocational Education and Training (TVET) is reshaping instructional practices by enabling adaptive, learner-centered environments that support competency development. Reported in accordance with the PRISMA 2020 statement and PRISMA-ScR, this scoping review examines how AI-integrated constructivist pedagogy facilitates competency development in TVET contexts. Searches across six databases and a manual website search identified 11 studies published between 2016 and 2025, spanning multiple regions, TVET levels, and domains. Findings indicate that problem-based learning and project-based learning are the dominant constructivist approaches, supported by generative AI and intelligent tutoring systems. AI-enabled constructivist environments were associated with strengthened technical competencies and enhanced transferable competencies including critical thinking, collaboration, and career readiness. Given the small, heterogeneous, and largely non-experimental evidence base, these findings indicate associations rather than causal effects. Five recurrent integration mechanisms demonstrate how AI functions as a pedagogical mediator, while methodological limitations, curriculum design challenges, ethical concerns, and infrastructure constraints remain as key barriers to implementation. This review outlines a conceptual framework for how AI and constructivist pedagogy may be integrated into TVET. Full article

(This article belongs to the Section Technology Enhanced Education)

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13 pages, 279 KB

Open AccessArticle

Do Vocational Education and Training Students Feel Motivated? Adaptation and Revalidation of the General Attitude to Study Questionnaire (E-1)

by Alicia Cabrera-Zagalaz, Carmen González-González de Mesa, Javier Cachón-Zagalaz and Mª Luisa Zagalaz-Sánchez

Educ. Sci. 2026, 16(10), 1584; https://doi.org/10.3390/educsci16101584 - 22 Sep 2026

Abstract

Vocational training, which is currently on the rise, is practical teaching that prepares students for the performance of a profession. VET students have specific characteristics that make research necessary. The objective of this study was to validate and apply a questionnaire on the [...] Read more.

Vocational training, which is currently on the rise, is practical teaching that prepares students for the performance of a profession. VET students have specific characteristics that make research necessary. The objective of this study was to validate and apply a questionnaire on the general attitude towards study (E-1) to a sample of 502 VET students and to determine the implications of personal and sociodemographic variables in motivations towards learning. A sample of 502 subjects receiving vocational training in seven Spanish Autonomous Communities given the questionnaire on general attitude towards study (E-1), considering the variables sex, evolutionary stage and some personal characteristics. The software used was Factor 12.03.02 and IBM SPS Statistics (V.27). The results indicate that not all the factors were maintained, reducing them to two and maintaining all the items. The general attitude towards study was not good. The attitude towards studies was not positive, showing some difference between groups: attitude was better in men than in women, in those who do not do extracurricular activities and dedicate themselves only to studying, and in those located in Castilla León and Northern Spain. Full article

(This article belongs to the Topic Formal and Non-Formal Learning Contexts: Interdisciplinary Perspectives in Educational Sciences)

36 pages, 1062 KB

Open AccessSystematic Review

Generative AI Competency Assessment Strategies and Industry Employability Expectations in Higher Education: A Systematic Review

by Gertrudis Amarilis Laínez Quinde, Elisa Amelia Cisneros Prieto, María Gabriela Gándara Vivar, Wilson Alexander Zambrano Vélez, Verónica Vera Vera, Elio Ramírez Endara, Mariela Alexandra Yungan Reinoso, Johanna Alcívar Ponce and Juan Manuel Gómez Mieles

Educ. Sci. 2026, 16(10), 1583; https://doi.org/10.3390/educsci16101583 (registering DOI) - 22 Sep 2026

Abstract

In this systematic review, the alignment between generative artificial intelligence (GenAI) competency assessment strategies in higher education and industry skill expectations for graduate employability is analyzed. Following the PRISMA 2020 guidelines and the SPIDER framework, a search was conducted across Scopus, Web of [...] Read more.

In this systematic review, the alignment between generative artificial intelligence (GenAI) competency assessment strategies in higher education and industry skill expectations for graduate employability is analyzed. Following the PRISMA 2020 guidelines and the SPIDER framework, a search was conducted across Scopus, Web of Science, and ERIC, resulting in the inclusion of 26 empirical studies. The analyzed studies document the use of strategies focused on process rubrics, iterative prompt engineering cycles, and critical curation. In the industrial sector, employers point to requirements focused on expert human supervision, algorithmic bias auditing, and data governance. Regarding the alignment between academic skill development and corporate requirements, the studies indicate varying levels of convergence, registering gaps in continuity regarding deep technical application, ethical regulations, and contextualized task design. The theoretical foundations in evaluative design range from classical constructivist models to emerging approaches. In conclusion, the literature points to a nuanced alignment landscape. While academic assessment and industry requirements overlap regarding critical output supervision, operational gaps remain in regulatory data governance and enterprise workflow orchestration. Full article

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

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19 pages, 255 KB

Open AccessArticle

Understanding the Nature of Science (NOS): Insights from Pre-Service Teachers’ Engagement with Scientific Biographies

by Ana Vassileva Borissova, Guro Stødle Aass, Radoslav Slavchev Borissov and Annette Lykknes

Educ. Sci. 2026, 16(10), 1582; https://doi.org/10.3390/educsci16101582 - 22 Sep 2026

Abstract

The comprehension of the nature of science (NOS) is increasingly recognised as a crucial element of science education, and many countries have incorporated NOS-related elements into their national curricula. This development underscores the need to adequately prepare teachers to possess a thorough understanding [...] Read more.

The comprehension of the nature of science (NOS) is increasingly recognised as a crucial element of science education, and many countries have incorporated NOS-related elements into their national curricula. This development underscores the need to adequately prepare teachers to possess a thorough understanding of the fundamental principles of NOS. This article explores pre-service teachers’ understanding of NOS when engaging with scientific biography. Using biographies is proposed as a pedagogical strategy for embedding NOS within the curriculum. Grounded in the consensus view of NOS, this study evaluates students’ conceptualisations by analysing interviews and student presentations of the scientists’ life stories. The findings reveal variations in the students’ awareness concerning general aspects of NOS. Some pre-service teachers demonstrate a more profound understanding of science, recognising its tentativeness, social dependence, and the influence of human factors. However, most students associate science and the generation of new knowledge primarily with the procedural aspects of experimental protocol writing. These findings suggest that biographical tasks may serve as an effective means of enhancing pre-service teachers’ understanding of NOS, thereby suggesting the value of integrating such approaches into teacher education programmes. Full article

(This article belongs to the Section Curriculum and Instruction)

23 pages, 2215 KB

Open AccessSystematic Review

Exploring How Lecturers’ Behaviours Relate to Students’ Motivation to Participate in Self-Directed Learning in African Higher Education

by Mbali Tsibuli and Charlene Du Toit-Brits

Educ. Sci. 2026, 16(10), 1581; https://doi.org/10.3390/educsci16101581 - 22 Sep 2026

Abstract

Lecturer feedback, dialogical pedagogies, and supportive relationships are recognised as important for motivating participation in self-directed learning (SDL), yet the transferability of predominantly non-African evidence remains uncertain amid diverse African sociocultural, institutional, and resource conditions. This systematic review examined lecturer behaviours associated with [...] Read more.

Lecturer feedback, dialogical pedagogies, and supportive relationships are recognised as important for motivating participation in self-directed learning (SDL), yet the transferability of predominantly non-African evidence remains uncertain amid diverse African sociocultural, institutional, and resource conditions. This systematic review examined lecturer behaviours associated with African higher education students’ motivation to participate in SDL and challenges constraining lecturer practice. Searches of Web of Science, Google Scholar, Sabinet African Journals, ERIC, and African Journals Online for peer-reviewed evidence published during 2015–2026, supplemented by citation and companion-report tracing, yielded 460 records and 269 full texts; 85 publications were included: 72 empirical reports representing 63 study families, 5 reviews, and 8 conceptual publications. Thematic synthesis identified five behaviours: supporting student agency and ownership; providing psychologically safe support; using engaging instruction associated with intrinsic motivation; modelling self-direction and lifelong learning; and contextualising teaching and learning. These behaviours were reported as supporting autonomy, confidence, and participation. Lecturer preparation and institutional conditions constrained implementation, while students’ prior opportunities to develop SDL readiness shaped participation as a cross-cutting condition. Evidence was cross-disciplinary but concentrated in South Africa. Advancing SDL requires guided autonomy, lecturer development, equitable infrastructure, and contextually responsive pedagogy adapted cautiously beyond represented settings. Full article

(This article belongs to the Section Higher Education)

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15 pages, 686 KB

Open AccessArticle

Digital Readiness and Institutional Constraints: Artificial Intelligence in Hungarian Physical Education Teacher Education

by Attila Varga and Balázs Fügedi

Educ. Sci. 2026, 16(10), 1580; https://doi.org/10.3390/educsci16101580 - 22 Sep 2026

Abstract

The diffusion of artificial intelligence (AI) is reshaping higher education, yet its integration into practice-oriented teacher education remains uneven. This cross-sectional study examined the AI-related attitudes, knowledge, usage habits, and prospective application intentions of pre-service physical education (PE) teachers in Hungary. Data were [...] Read more.

The diffusion of artificial intelligence (AI) is reshaping higher education, yet its integration into practice-oriented teacher education remains uneven. This cross-sectional study examined the AI-related attitudes, knowledge, usage habits, and prospective application intentions of pre-service physical education (PE) teachers in Hungary. Data were collected during the autumn semester of 2025/2026 using the MIATT 2024_rev online questionnaire across seven Hungarian universities offering PE teacher education (N = 416). Principal component analysis (PCA; KMO = 0.741; Bartlett’s test, p < 0.001) yielded two components—communicative–interpretive (PC1) and performance–developmental (PC2)—jointly accounting for 51.7% of the variance; internal consistency was acceptable (Cronbach’s α = 0.693). Respondents rated sport performance analysis (73.3%) as the most relevant pedagogical application of AI; only 7.7% expressed career-displacement concerns. Satisfaction with institutional AI provision was moderate (M = 2.85, SD = 0.85), and knowledge gaps (27.6%) and funding constraints (25.5%) emerged as principal barriers. Part-time and master’s-level students reported significantly greater interest in AI-related coursework than full-time and undivided programme counterparts (p < 0.001), and institutional satisfaction correlated positively with course interest (ρ = 0.192, p < 0.01). Overall, student receptivity outpaces perceived institutional provision, indicating a need for system-level AI integration in PE teacher education. Full article

(This article belongs to the Special Issue Being a Teacher in the Era of Artificial Intelligence—Challenges and Opportunities)

17 pages, 1145 KB

Open AccessArticle

How Should School-Based Educational Digital Games Be Evaluated? A Proposed Framework for Examining Experiences Beyond Isolated Metrics

by Enrickson Varsori, Mariana Pinho and Abilio Almeida

Educ. Sci. 2026, 16(10), 1579; https://doi.org/10.3390/educsci16101579 - 22 Sep 2026

Abstract

Educational digital games are increasingly incorporated into formal learning contexts. However, their evaluation often relies on isolated outcome measures that provide limited insight into how students experience, interpret, and assess gameplay. This conceptual article proposes a practice-informed critical-participatory framework for the student-centred evaluation [...] Read more.

Educational digital games are increasingly incorporated into formal learning contexts. However, their evaluation often relies on isolated outcome measures that provide limited insight into how students experience, interpret, and assess gameplay. This conceptual article proposes a practice-informed critical-participatory framework for the student-centred evaluation of educational digital game experiences. The framework was developed through a practice-informed conceptual synthesis. This synthesis brought together recurring methodological concerns from school-based work and relevant scholarship on game-based learning, student participation, and mixed-methods evaluation. The framework comprises five guiding criteria: pedagogical alignment, learner and contextual suitability, multidimensionality, student participation, and triangulation. It also includes a seven-stage operationalisation extending from the definition of the educational problem to the use of findings for improvement. Structured and process-oriented evidence is interpreted alongside students’ accounts of meanings, difficulties, criticisms, and suggestions. The framework therefore provides an adaptable structure for formative evaluation by relating different forms of evidence to the situated gameplay experience while giving students an explicit but bounded interpretative role. Its feasibility, clarity, and usefulness remain to be examined empirically across educational contexts. Full article

(This article belongs to the Special Issue The Power of Play: Enhancing Educational Outcomes, Engagement, and Equality Through Games and Play)

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26 pages, 1235 KB

Open AccessArticle

Differentiated Instruction and Learning Outcomes in Vocational Pharmacy Education: A Quasi-Experimental Study

by Anna Apostolidi, Sotirios P. Fortis, Sofia Liossi, Effie G. Papageorgiou and Anastasios G. Kriebardis

Educ. Sci. 2026, 16(10), 1578; https://doi.org/10.3390/educsci16101578 - 22 Sep 2026

Abstract

Differentiated instruction has been proposed as an effective approach for addressing learner diversity and enhancing learning outcomes. The present study investigated the effects of a differentiated instructional intervention, informed by principles of cognitive psychology, Cognitive Load Theory, and educational neuroscience, on cognitive performance, [...] Read more.

Differentiated instruction has been proposed as an effective approach for addressing learner diversity and enhancing learning outcomes. The present study investigated the effects of a differentiated instructional intervention, informed by principles of cognitive psychology, Cognitive Load Theory, and educational neuroscience, on cognitive performance, learning engagement, and perceived cognitive load among vocational education students. A quasi-experimental design was implemented with 57 students enrolled in the Pharmacy Assistant specialty program of the Greek Public Employment Service Vocational Education Schools (EPAS DYPA). Two first-year and two second-year classes participated in both traditional and differentiated instructional sessions. Cognitive performance, learning engagement, and cognitive load were assessed through quizzes, application exercises, questionnaires, and rating scales. The findings indicated no statistically significant differences between instructional approaches among first-year students. In contrast, significant differences were observed primarily among second-year students, who demonstrated higher cognitive performance and learning engagement following differentiated instruction, along with a reduction in perceived cognitive load; the strongest effects were observed in application exercises, suggesting improved knowledge transfer and practical application. Most students expressed a preference for the differentiated instructional approach. Overall, the findings highlight the potential value of differentiated instructional approaches in supporting learning processes within vocational education settings. Full article

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34 pages, 310 KB

Open AccessArticle

Professional Development in Education: A Qualitative Study of Public School Teachers’ Perceptions of Meaningful Growth and Mandated Practice

by Matthew Etherington

Educ. Sci. 2026, 16(10), 1577; https://doi.org/10.3390/educsci16101577 - 22 Sep 2026

Abstract

The present study investigates the professional development (PD) experience of ten public school teachers in British Columbia. The teachers are regular participants in school and district-based professional development (PD) programs. The research seeks to investigate whether PD is experienced as a genuine investment [...] Read more.

The present study investigates the professional development (PD) experience of ten public school teachers in British Columbia. The teachers are regular participants in school and district-based professional development (PD) programs. The research seeks to investigate whether PD is experienced as a genuine investment in professional growth or as time and resources that are wasted. Research suggests that traditional models often fail to produce deep, lasting change in practice. By investigating the professional and personal insights of teachers across grade levels and disciplines, the study identifies common themes in what makes PD meaningful, effective, or ineffective. These insights not only contribute to the understanding of teacher development but also offer practical implications for designing PD into the future that is relevant, engaging, and responsive to the realities of contemporary classrooms. The study contributes to ongoing discussions about how PD can more effectively support teacher learning as a socially mediated and contextually grounded process, affirming the value of aligning PD design with teachers’ professional agency and situated experience. Full article

(This article belongs to the Special Issue Teacher Development: Perspectives on Training and Recruitment)

27 pages, 1580 KB

Open AccessArticle

Motivational Intensity, Enjoyment, and Shyness as Predictors of L2 Willingness to Communicate: Evidence from a South Asian Multilingual Context

by Seema Gul

Educ. Sci. 2026, 16(9), 1576; https://doi.org/10.3390/educsci16091576 - 21 Sep 2026

Abstract

This study investigated the intricate relationships among motivational intensity, foreign language enjoyment, boredom, shyness, and second-language (L2) willingness to communicate (WTC) in Pakistani university students. Using a quantitative cross-sectional de-sign, data were collected from 1050 English language learners via validated surveys. Partial Least-Squares [...] Read more.

This study investigated the intricate relationships among motivational intensity, foreign language enjoyment, boredom, shyness, and second-language (L2) willingness to communicate (WTC) in Pakistani university students. Using a quantitative cross-sectional de-sign, data were collected from 1050 English language learners via validated surveys. Partial Least-Squares Structural Equation Modeling (PLS-SEM) was employed to test a moderated-mediation model examining how psychological variables influence L2 communication behavior. Results revealed that motivational intensity was significantly associated with L2 WTC via both a direct pathway (β = 0.251, p < 0.001) and a statistical indirect pathway involving foreign language enjoyment (β = 0.410 from motivational intensity to enjoyment and β = 0.339 from enjoyment to WTC; specific indirect effect, β = 0.139, both p < 0.001). Shyness demonstrated a complex dual moderating role: while it significantly constrained the enjoyment–WTC pathway (β = −0.140, p < 0.001) and showed a strong adverse direct effect on WTC (β = −0.232, p < 0.001), it also strengthened the direct motivational intensity–WTC relationship, consistent with (β = 0.110, p < 0.001). Contrary to previous research conducted primarily in East Asian contexts, boredom showed no significant effects as either a direct predictor or moderator in the Pakistani context. The model explained 34.2% of the variance in L2 WTC. These findings extend the theoretical understanding of psychological mechanisms in L2 communication by revealing culturally specific patterns in a South Asian context, suggesting that multilingual environments may produce different psychological dynamics. Pedagogical implications stress the need to increase motivation alongside an understanding of the complex nature of personality variables within a particular cultural setting. Full article

(This article belongs to the Section Education and Psychology)

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41 pages, 3754 KB

Open AccessArticle

Self-Perceived Ethical Knowledge in AI-Enhanced Teacher Education: Adaptation and Validation of a Scale for Chinese Preservice Preschool Teachers

by Huihui Wu and Vishalache Balakrishnan

Educ. Sci. 2026, 16(9), 1575; https://doi.org/10.3390/educsci16091575 - 21 Sep 2026

Abstract

The increasing integration of artificial intelligence (AI) into early childhood education has led to ethical concerns regarding children’s privacy, fairness, and developmental appropriateness. While ethical knowledge is recognised as an important component of teachers’ professional knowledge, existing instruments such as the Technological Pedagogical [...] Read more.

The increasing integration of artificial intelligence (AI) into early childhood education has led to ethical concerns regarding children’s privacy, fairness, and developmental appropriateness. While ethical knowledge is recognised as an important component of teachers’ professional knowledge, existing instruments such as the Technological Pedagogical Content Ethical Knowledge (TPCEK) framework were developed for preservice teachers in general and do not fully capture the ethical issues specific to AI-supported preschool education. In this study, we adapted and validated a Self-Perceived Ethical Knowledge Scale for Chinese preservice preschool teachers based on the eight ethics-related dimensions of TPCEK. A two-phase sequential design was employed. In Phase 1, a three-round modified Delphi study was conducted, involving 20 experts who refined an initial 40-item pool into a 33-item scale. In Phase 2, we examined the scale’s psychometric properties by performing an exploratory factor analysis (EFA) on a pilot sample (n = 289)—with factor retention corroborated by principal-axis parallel analysis—and confirmatory factor analysis (CFA) on a separate main-study sample (n = 583). The final 31-item, eight-factor scale demonstrated satisfactory model fit (CFI = 0.943, TLI = 0.932, RMSEA = 0.047, SRMR = 0.048), internal consistency (Cronbach’s α = 0.776–0.887; CR = 0.784–0.891), convergent validity (AVE = 0.549–0.622), and discriminant validity (Fornell–Larcker criterion and HTMT < 0.85). A second-order CFA also showed acceptable fit, although it fitted the data significantly less well than the correlated first-order model. The validated scale provides a context-specific instrument for assessing self-perceived ethical knowledge among preservice preschool teachers in AI-enhanced teacher education. Full article

(This article belongs to the Section Teacher Education)

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21 pages, 1817 KB

Open AccessArticle

A Study on Improving the Usability of an AI-Based Learning Tool to Support English Diary Writing for EFL Students

by Taejung Park, Jihye Kang and Kwangil Kim

Educ. Sci. 2026, 16(9), 1574; https://doi.org/10.3390/educsci16091574 - 21 Sep 2026

Abstract

AI-based writing support systems are increasingly being explored as tools for supporting English writing in educational contexts. In English as a Foreign Language (EFL) settings, learners often need support in generating ideas, organizing content, receiving feedback, and revising written texts. However, AI-based writing [...] Read more.

AI-based writing support systems are increasingly being explored as tools for supporting English writing in educational contexts. In English as a Foreign Language (EFL) settings, learners often need support in generating ideas, organizing content, receiving feedback, and revising written texts. However, AI-based writing tools should be carefully designed and evaluated to ensure their usability, reliability, and educational relevance before being implemented in authentic learning contexts. This study aimed to design and evaluate the educational usability of WriteOn, an AI-based writing support system for EFL writing tasks that integrates AI and natural language processing technologies, including GPT-API, NLTK, spaCy, and BERT. Although the system was initially designed to support English diary writing in EFL contexts, its feedback structure and system architecture were intended to be extensible to broader writing tasks. A formative usability evaluation was conducted with eight experts in South Korea with backgrounds in EFL instruction, educational technology, instructional design, and human–computer interaction. A structured questionnaire was used to assess the system’s effectiveness, efficiency, learnability, satisfaction, memorability, error prevention, and cognitive load minimization. Based on the expert evaluation results, the system was refined through an iterative design process. The findings provided preliminary evidence of WriteOn’s overall usability while identifying several areas for improvement, including clearer feedback, more consistent design features, and enhanced language support in grammar correction modules. In response, the system was refined to include topic and genre selection, rubric-based evaluation, and a more consistent interface. These results suggest that integrating generative AI and natural language processing technologies into EFL writing support can support the development of reliable, scalable, and learner-centered writing tools. The study also highlights the importance of iterative and formative usability evaluation in developing AI-driven writing support systems that promote instructional efficiency, feedback transparency, and learner-centered revision. Full article

(This article belongs to the Special Issue AI Literacy, Computational Thinking and Equitable Educational Preparedness in K-12 Settings)

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