Education Sciences

20 pages, 425 KB

Open AccessSystematic Review

Translanguaging for Equity and Justice in Assessment: A Systematic Review

by Zhongfeng Tian, Jamie L. Schissel, Chia-Hsin Yin and Jessica Wallis McConnell

Educ. Sci. 2025, 15(11), 1567; https://doi.org/10.3390/educsci15111567 - 20 Nov 2025

Viewed by 1442

This systematic review examines how translanguaging has been integrated into educational assessment, a domain historically dominated by monolingual norms. Drawing on 33 empirical studies published between 2012 and 2023, we employed an inductive–deductive coding approach to analyze how translanguaging is enacted across assessment [...] Read more.

This systematic review examines how translanguaging has been integrated into educational assessment, a domain historically dominated by monolingual norms. Drawing on 33 empirical studies published between 2012 and 2023, we employed an inductive–deductive coding approach to analyze how translanguaging is enacted across assessment types and its implications for teaching, learning, and equity. The literature was concentrated in North America. Findings reveal affordances of translanguaging assessments including more authentic demonstrations of knowledge, deepen content learning, affirm multilingual identities, and reduce linguistic anxiety and challenges including perceptions of illegitimacy, systemic policy constraints, and resource inequities. We argue that translanguaging provides a transformative framework for reimagining assessment as a socially just practice that validates multilingual repertoires. To capture the varied engagements with equity, we conceptualize translanguaging assessment as an epistemological and political stance along a spectrum of justice. The spectrum ranges from access and inclusion to structural transformation to highlight how scholars frame translanguaging within assessment as descriptive practice, pedagogical equity, political resistance, and systemic reimagining. We call for more geographically diverse and methodologically varied research to sustain translanguaging’s impact and inform systemic change. Full article

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25 pages, 1614 KB

Open AccessArticle

Navigating Social Inclusion: How Social and Cognitive Factors Relate to Friendship Quality in Children with ADHD, Dyslexia, and Neurotypical Development

by Sofia Kouvava, Katerina Antonopoulou, Asimina M. Ralli, Ioanna Voulgaridou and Constantinos M. Kokkinos

Educ. Sci. 2025, 15(11), 1566; https://doi.org/10.3390/educsci15111566 - 20 Nov 2025

Viewed by 820

Abstract

Friendships contribute to children’s social inclusion at school. Children with Attention Deficit/Hyperactivity Disorder (ADHD) or dyslexia experience substantial difficulty maintaining meaningful friendships. This study aims to elucidate the direct and indirect influence of social understanding on friendship quality features and executive functions in [...] Read more.

Friendships contribute to children’s social inclusion at school. Children with Attention Deficit/Hyperactivity Disorder (ADHD) or dyslexia experience substantial difficulty maintaining meaningful friendships. This study aims to elucidate the direct and indirect influence of social understanding on friendship quality features and executive functions in primary school children with neurotypical development (NT), ADHD, or dyslexia. Participants were divided into three groups of 64 children each (Mage = 9.77 years, SD = 1.22). Self-report research instruments and tasks were individually administered to examine children’s friendship quality, social understanding (beliefs, empathy, emotion regulation), and executive functions (working memory, inhibition, cognitive flexibility). Results showed that in children with NT, beliefs and emotions as components of social understanding mediated the positive relationship between all executive functions and friendship quality, after controlling for gender. In children with ADHD or dyslexia, only beliefs mediated the relationship between working memory and friendship quality. These findings highlight the dynamic role of social understanding in children’s cognitive development and their friendships, leading to psychosocial adjustment and school inclusion. Full article

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

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19 pages, 478 KB

Open AccessArticle

Validity and Reliability of the ECIP-Q Among Peruvian Adolescents: A Tool for Monitoring Cyberbullying and School Coexistence

by Julio Dominguez-Vergara, Henry Santa-Cruz-Espinoza, María Quintanilla-Castro and Carlos López-Villavicencio

Educ. Sci. 2025, 15(11), 1565; https://doi.org/10.3390/educsci15111565 - 20 Nov 2025

Viewed by 728

Abstract

Cyberbullying is a public health concern in adolescence that requires measures with valid and comparable evidence across subgroups. This study examined the validity and reliability evidence of the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) in Peruvian adolescents. Using an instrumental cross-sectional design, 729 [...] Read more.

Cyberbullying is a public health concern in adolescence that requires measures with valid and comparable evidence across subgroups. This study examined the validity and reliability evidence of the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) in Peruvian adolescents. Using an instrumental cross-sectional design, 729 students aged 12–18 years (M_age = 14.6; SD = 1.27) from Lima, Trujillo, and Piura were recruited through non-probabilistic sampling. Items were treated as ordinal; polychoric correlations were estimated (WLSMV, theta parameterization), and a reproducible prevalence-based recoding was applied to mitigate pileups in category 0. Competing CFA and ESEM models were tested for 22- and 19-item specifications, incorporating two residual covariances for “mirror-pair” items. Sex invariance was evaluated at configural, metric, and scalar levels. The two-factor, 19-item ESEM with two residual covariances showed the best fit (χ² = 291.164; df = 130; CFI = 0.982; TLI = 0.976; RMSEA = 0.041 [0.035–0.048]; SRMR = 0.091). Reliability was adequate for cybervictimization (CR = 0.737, ω = 0.888, factor determinacy [fd] = 0.965) and cyberaggression (CR = 0.282, ω = 0.805, fd = 0.938). Cyberbullying dimensions correlated positively with aggression and moral disengagement and weakly with empathy. Regarding sociodemographic variables, cyberbullying was associated with age, grade, and Internet use; moreover, cyberaggression was higher in boys than in girls. Having more friends and better relationships with teachers were negatively associated with cyberbullying, whereas perceiving the school environment as unsafe was positively associated with cyberbullying. Overall, the 19-item ECIP-Q demonstrates acceptable structural validity, reliability, and sex invariance in Peruvian adolescents, supporting its use for screening and monitoring school coexistence. Full article

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17 pages, 279 KB

Open AccessArticle

Re-Introducing Authentic Assessment in Classroom Assessment Courses: Finding Its Place in the 21st Century

by Elena C. Papanastasiou, Maria Giallousi and Eliza Pitri

Educ. Sci. 2025, 15(11), 1564; https://doi.org/10.3390/educsci15111564 - 20 Nov 2025

Viewed by 1411

Abstract

The need to move away from traditional assessments, as well as the need to contextualize assessment with interesting, real-life, and authentic tasks, should be considered as a crucial element in 21st-century education. This need has become more evident during the COVID-19 pandemic, and [...] Read more.

The need to move away from traditional assessments, as well as the need to contextualize assessment with interesting, real-life, and authentic tasks, should be considered as a crucial element in 21st-century education. This need has become more evident during the COVID-19 pandemic, and even more so with the emergence of generative AI models such as ChatGPT. Authentic assessment holds the potential to do so, even though not a lot of emphasis has been placed on it during the last two decades. This study therefore examined (a) teachers’ beliefs about authentic assessment, (b) their self-efficacy in designing authentic tasks, and (c) their intention to adopt these practices after completing a graduate-level classroom-assessment course through a mixed-methods design. Full article

(This article belongs to the Special Issue Educational Assessment: Advancing Quality Education Through Innovative Approaches)

17 pages, 402 KB

Open AccessArticle

From Student to Educator: How Faculty Experiences as Students Relate to STEM Teaching and Professional Identity in Higher Education

by Rachel Ziminski and Yanfen Li

Educ. Sci. 2025, 15(11), 1563; https://doi.org/10.3390/educsci15111563 - 19 Nov 2025

Viewed by 535

Abstract

Efforts to improve student retention and degree achievement in STEM disciplines has increasingly highlighted the importance of faculty professional development and the adoption of evidence-based teaching practice. Despite teaching being a core faculty responsibility, formal pedagogical training is rarely required, and many faculty [...] Read more.

Efforts to improve student retention and degree achievement in STEM disciplines has increasingly highlighted the importance of faculty professional development and the adoption of evidence-based teaching practice. Despite teaching being a core faculty responsibility, formal pedagogical training is rarely required, and many faculty develop their teaching approaches based on their experiences as students or graduate teaching assistants. This quantitative study examines STEM faculty perceptions of receiving encouragement as students and their relationship with dimensions of their professional identity. Our findings suggest that encouragement aligns with faculty student- and self-related professional identity dimensions. These results underscore the need for structured professional development and early training in evidence-based pedagogy, including the cultivation of encouragement practices, to foster more inclusive, supportive, and effective learning environments in STEM. Full article

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17 pages, 655 KB

Open AccessArticle

Emotional Intelligence, Creativity, and Subjective Well-Being: Their Implication for Academic Success in Higher Education

by Presentación Ángeles Caballero García, Sara Sánchez Ruiz and Alexander Constante Amores

Educ. Sci. 2025, 15(11), 1562; https://doi.org/10.3390/educsci15111562 - 19 Nov 2025

Viewed by 884

Abstract

Professional skills training and academic success are key challenges for contemporary educational systems, particularly within higher education. The labour market increasingly demands well-prepared graduates with specific competencies that are still insufficiently embedded in university curricula. In this context, acquiring new professional skills becomes [...] Read more.

Professional skills training and academic success are key challenges for contemporary educational systems, particularly within higher education. The labour market increasingly demands well-prepared graduates with specific competencies that are still insufficiently embedded in university curricula. In this context, acquiring new professional skills becomes a decisive factor for students’ employability and competitiveness. At the same time, academic success remains a crucial indicator of educational quality, and its improvement is an urgent priority for universities. In response to these demands, our study evaluates cognitive-emotional competencies—emotional intelligence, creativity, and subjective well-being—in a sample of 300 university students from the Community of Madrid (Spain), analysing their influence on academic success with the aim of enhancing it. A non-experimental, cross-sectional research design was employed, using standardised self-report measures (TMMS-24, CREA, SHS, OHI, SLS, and OLS), innovative data mining algorithms (Random Forest and decision trees), and binary logistic regression techniques. The results highlight the importance of creativity, life satisfaction, and emotional attention in predicting academic success, with creativity showing the strongest discriminative power among the variables studied. These findings reinforce the need to integrate emotional and creative development into university curricula, promoting competency-based educational models that enhance training quality and students’ academic outcomes. Full article

(This article belongs to the Section Higher Education)

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25 pages, 1259 KB

Open AccessArticle

Latent Profile Analysis of Computational Thinking Skills: Associations with Creative STEM Project Production

by Gülnur Özbek

Educ. Sci. 2025, 15(11), 1561; https://doi.org/10.3390/educsci15111561 - 19 Nov 2025

Viewed by 499

Abstract

This study examines the performances of gifted and talented high schoolers in transforming computational thinking skills and mathematical knowledge into creative STEM project production. A mixed-methods sequential explanatory research design involving 112 participants was employed. In the first quantitative phase, the Computational Thinking [...] Read more.

This study examines the performances of gifted and talented high schoolers in transforming computational thinking skills and mathematical knowledge into creative STEM project production. A mixed-methods sequential explanatory research design involving 112 participants was employed. In the first quantitative phase, the Computational Thinking Skills Scale was administered to assess problem-solving, creative thinking, algorithmic thinking, cooperative learning, and critical thinking skills. Latent profile analysis yielded three CTS profiles: high (29%), moderate (51%), and basic (20%). The qualitative phase used a case study to examine, latent profile participants’ project production experiences of computational thinking in problem-solving, cooperative learning, critical thinking, creative thinking, and algorithmic thinking, as well as the domain, outcomes, and dissemination of projects over 23 weekly sessions. The results indicated that while three latent profiles demonstrated comparable performances in problem-solving and cooperative learning, differences in creativity of project products and dissemination were associated with variations in algorithmic, critical, and creative thinking skills. Algorithmic and logical designs, mathematical models, prototypes, and patent applications produced by gifted high school students reflected the transformation of computational thinking skills into creative project productivity. Full article

(This article belongs to the Special Issue Creativity and Education)

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25 pages, 559 KB

Open AccessArticle

Exploring the Effects of Culturally Responsive Instruction on Reading Comprehension, Language Comprehension, and Decoding with Bayesian Multilevel Models

by Jeanne Sinclair

Educ. Sci. 2025, 15(11), 1560; https://doi.org/10.3390/educsci15111560 - 19 Nov 2025

Cited by 1 | Viewed by 1096

Abstract

Reading comprehension (RC) can be predicted from language comprehension (LC) and decoding, and all three constructs are responsive to structured teaching. Culturally responsive instruction, which explicitly connects students’ lived experiences with school experiences, can also effectively support literacy learning. However, little is known [...] Read more.

Reading comprehension (RC) can be predicted from language comprehension (LC) and decoding, and all three constructs are responsive to structured teaching. Culturally responsive instruction, which explicitly connects students’ lived experiences with school experiences, can also effectively support literacy learning. However, little is known about how structured and culturally responsive approaches work in tandem, and whether positive effects may occur through the path of LC or decoding, or directly on RC. Further, does culturally responsive teaching support transfer from local, personalized learning materials to standardized measures? This study investigates the impact of structured and culturally responsive teaching on standardized measures of RC, LC, and decoding among 263 students in grades 1 through 3. Participants were assigned to one of three groups: (1) generic structured teaching approach that used mainstream materials, (2) a structured culturally responsive approach that centered students’ interests, cultures, and sense of belonging, and (3) a waitlisted business-as-usual control group. Over 10 weeks, students received small-group teaching focused on decoding and LC. Bayesian multilevel ANCOVA models indicate all groups grew, with differential positive effects for LC for the culturally responsive treatment group. The findings suggest benefits to integrating cultural relevance into structured literacy teaching and that a multifaceted approach may be effective. Implications and limitations are discussed. Full article

(This article belongs to the Special Issue Advances in Evidence-Based Literacy Instructional Practices)

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23 pages, 642 KB

Open AccessArticle

From Collaboration to Integration: How a Community of Practice Supports Public School Teachers’ Understanding of Integrated STEAM Education

by Daniela Pedrosa de Souza, Ileana Maria Greca and Helaine Sivini Ferreira

Educ. Sci. 2025, 15(11), 1559; https://doi.org/10.3390/educsci15111559 - 19 Nov 2025

Viewed by 704

Abstract

Integrated science, technology, engineering, arts, and mathematics (i-STEAM) education has been recognized for its potential to promote interdisciplinary learning and connect scientific knowledge to socially relevant contexts. However, its implementation in school practices remains limited, often owing to conceptual ambiguities and a lack [...] Read more.

Integrated science, technology, engineering, arts, and mathematics (i-STEAM) education has been recognized for its potential to promote interdisciplinary learning and connect scientific knowledge to socially relevant contexts. However, its implementation in school practices remains limited, often owing to conceptual ambiguities and a lack of sustained support for teachers. This study examines the role of participation in a community of practice (CoP) in facilitating the adoption of i-STEAM principles by public school teachers through collaborative lesson planning. Drawing on meeting transcripts, documents produced during the process, and interviews with participants, the analysis focused on the constitution of the CoP, the presence of i-STEAM elements in the teaching proposals, and the level of integration achieved. The results suggest that the CoP supported the development of more coherent and context-sensitive understandings of i-STEAM, while also promoting interdisciplinary design across diverse educational levels. These findings may also inform initiatives in other public education systems facing similar structural conditions, such as limited resources, disciplinary fragmentation, and restricted opportunities for collaborative curriculum development. The study highlights the value of CoPs as professional learning strategies and proposes a replicable analytical approach for evaluating how teachers engage with integrative pedagogies. Implications for teacher education and policy are discussed. Full article

(This article belongs to the Topic Constructing and (Re)constructing Social Identities in Educational Contexts: Power, Norms, and Resistance)

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19 pages, 316 KB

Open AccessArticle

Writing Development from Grade 3 to 6 in Students with a History of Reading Difficulties

by Maria Levlin, Johanna Nääs and Christian Waldmann

Educ. Sci. 2025, 15(11), 1558; https://doi.org/10.3390/educsci15111558 - 19 Nov 2025

Viewed by 950

Abstract

In this study, we explore writing development from Grade 3 to 6 in four groups of students with varying reading abilities measured in a screening in Grade 2 as follows: students with (1) poor word reading, (2) poor reading comprehension, (3) mixed difficulties, [...] Read more.

In this study, we explore writing development from Grade 3 to 6 in four groups of students with varying reading abilities measured in a screening in Grade 2 as follows: students with (1) poor word reading, (2) poor reading comprehension, (3) mixed difficulties, and (4) typical reading. The written texts were collected from the narrative writing assignments in the National Assessment Tests in Swedish (L1) in Grades 3 and 6. The texts were analysed in relation to vocabulary diversity (VocD), narrative text quality (Narrative Scoring Scheme), and text length (total number of words). A mixed ANOVA was used to explore between-group differences and within-group changes in writing measures from Grades 3 to 6. A significant main effect for time was found for vocabulary diversity, narrative text quality, and text length, indicating a growth in writing performance for all groups from Grade 3 to 6. There were no significant interaction effects between group and time. Furthermore, there was a significant main effect for group on all three written text measures. Post-hoc analyses revealed significant differences between the groups with typical reading and mixed difficulties on all written text measures. The results will be discussed in relation to the varying reading abilities among the four reading profiles and in relation to possible educational implications. Full article

(This article belongs to the Special Issue Students with Special Educational Needs in Reading and Writing)

18 pages, 1036 KB

Open AccessArticle

Willing but Underserved: Interpreting Digital Training Needs of Grade 8–12 Teachers in a Rural Libangeni Circuit

by Mbazima Amos Ngoveni, Gabriel Tshepo Mphuthi, Louisa Mmatlawa Maile, Ronald Vuledzani Mulaudzi, Regina Mosima Tefo and Enid Manyaku Pitsoane

Educ. Sci. 2025, 15(11), 1557; https://doi.org/10.3390/educsci15111557 - 19 Nov 2025

Viewed by 585

Abstract

Rural teachers often face systemic barriers that limit their ability to engage in technology-integrated pedagogy despite growing global emphasis on digital education. This study examined the digital training needs, tool proficiency, and institutional support requirements of Grade 8–12 teachers in the rural Libangeni [...] Read more.

Rural teachers often face systemic barriers that limit their ability to engage in technology-integrated pedagogy despite growing global emphasis on digital education. This study examined the digital training needs, tool proficiency, and institutional support requirements of Grade 8–12 teachers in the rural Libangeni Circuit, Mpumalanga, South Africa. Guided by Desimone’s Teacher Professional Development framework and Clarke and Hollingsworth’s Interconnected Model of Teacher Professional Growth, a quantitative descriptive survey was conducted with 85 teachers using an online questionnaire. Data captured digital tool usage, perceived proficiency, training demands, and support preferences, and were analysed using descriptive statistics and thematic coding. Teachers reported confidence in basic tools such as Microsoft Word and PowerPoint, but low proficiency in collaborative and data-oriented platforms like Teams, Excel, and online assessment tools. Demand for training aligned closely with areas of low confidence, reflecting a growth-oriented mindset. Age, gender, and experience influenced access patterns, with female and older teachers often reliant on mobile devices. Institutional barriers included inadequate infrastructure and limited data support. The findings highlight the need for differentiated, embedded, and context-sensitive digital training strategies that translate national policy goals into practical classroom-level integration. Full article

(This article belongs to the Special Issue STEM, Arts, and Special Education: Teacher Education Partnerships and Professional Development)

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14 pages, 292 KB

Open AccessArticle

The Impact of STS-Oriented Nature Education Programs on Middle School Students’ Creativity

by Selda Demirçalı

Educ. Sci. 2025, 15(11), 1556; https://doi.org/10.3390/educsci15111556 - 19 Nov 2025

Viewed by 750

Abstract

This study investigated the impact of a Science-Technology-Society (STS)-based nature education program on the creativity levels of middle school students. Recognizing creativity as a crucial human capacity for individual and societal progress, the research focused on its core elements, including the generation of [...] Read more.

This study investigated the impact of a Science-Technology-Society (STS)-based nature education program on the creativity levels of middle school students. Recognizing creativity as a crucial human capacity for individual and societal progress, the research focused on its core elements, including the generation of novel solutions, diverse perspectives, and original ideas. The STS approach, which emphasizes constructivist learning and problem-solving within real-world contexts, was employed to enhance skills such as visualization, mental image formation, combining objects and ideas innovatively, generating alternative uses, and designing tools and machines. A quasi-experimental single-group pre-test–post-test design was utilized. Participants included 60 middle school students (15 from each of grades 5 to 8) comprising 30 gifted students enrolled in Science and Art Centers simultaneously. Students’ creativity levels were assessed using the Test for Creative Thinking-Drawing Production (TCT-DP), which is a figural test measuring holistic creativity across 14 criteria. Data were analyzed using arithmetic means, paired-sample t-tests, and independent-sample t-tests. The results demonstrated a statistically significant and large improvement in overall creativity following the intervention (t(59) = 7.14, p < 0.001; Cohen’s d = 0.92). Notably, no significant differences in creativity were observed between the gifted and non-gifted groups either before or after the program. These findings align with previous research indicating that out-of-school environmental and nature-based activities can enhance students’ creative thinking and problem-solving skills. The study suggests that STS-based nature education effectively fosters creativity and should be integrated into curricula to strengthen problem-solving, perspective-taking, and idea generation skills. Full article

(This article belongs to the Special Issue Creativity and Education)

18 pages, 305 KB

Open AccessArticle

From Emergency Remote Teaching to Hybrid Models: Faculty Perceptions Across Three Spanish Universities

by Carlos José González Ruiz, Sebastián Martín Gómez, Sonia Ortega Gaite and María Inmaculada Pedrera Rodríguez

Educ. Sci. 2025, 15(11), 1555; https://doi.org/10.3390/educsci15111555 - 18 Nov 2025

Viewed by 681

Abstract

This study examines university teachers’ digital competences during Emergency Remote Teaching at three Spanish institutions—the University of La Laguna, the University of Extremadura, and the University of Valladolid—and, from the faculty perspective, appraises hybrid teaching experiences and institutional support services. We employed a [...] Read more.

This study examines university teachers’ digital competences during Emergency Remote Teaching at three Spanish institutions—the University of La Laguna, the University of Extremadura, and the University of Valladolid—and, from the faculty perspective, appraises hybrid teaching experiences and institutional support services. We employed a qualitative multi-case design using semi-structured focus-group interviews and discussion groups with 57 instructors from Social Sciences and Humanities, Engineering, and Health Sciences, selected via purposive sampling. Data were deductively coded in Atlas.ti 24. Faculty perceive hybrid teaching as useful for widening access and repositioning the virtual campus as a communicative hub; they highlight Moodle, videoconferencing, content-authoring tools such as H5P, and methodologies like gamification and flipped learning to enhance motivation. Nonetheless, generational gaps and concerns about the authenticity of online assessment persist, supporting continued reliance on in-person examinations. Technical and training support services are viewed positively, yet respondents call for more staffing and stronger dissemination of teaching resources. Consolidating teachers’ digital competences requires institutional policies that integrate robust infrastructure, contextualized continuous professional development, and communities of practice to ensure the sustainability of hybrid models in higher education at the national level. Full article

(This article belongs to the Special Issue Beyond the Clickstream: Qualitative, Quantitative, and Mixed Approaches to Understanding Online Learners)

2 pages, 123 KB

Open AccessEditorial

Innovation in Teacher Education Practices

by Emma Whewell and Helen Caldwell

Educ. Sci. 2025, 15(11), 1554; https://doi.org/10.3390/educsci15111554 - 18 Nov 2025

Viewed by 275

Abstract

Teacher education involves both global challenges and local innovation [...] Full article

(This article belongs to the Special Issue Innovation in Teacher Education Practices)

18 pages, 783 KB

Open AccessArticle

When Performance Takes Priority: Beliefs That Shape Engineering Students’ Mental Health Help-Seeking

by Matthew D. Whitwer, Joseph H. Hammer, Brenna Gomer, Elahe Vahidi and Sarah A. Wilson

Educ. Sci. 2025, 15(11), 1553; https://doi.org/10.3390/educsci15111553 - 18 Nov 2025

Viewed by 687

Abstract

Engineering education is at a critical juncture where supporting student mental health is essential for fostering persistence, equity, and the development of a resilient and innovative workforce. Yet, undergraduate engineering students experiencing mental health concerns are often unlikely to seek professional help. To [...] Read more.

Engineering education is at a critical juncture where supporting student mental health is essential for fostering persistence, equity, and the development of a resilient and innovative workforce. Yet, undergraduate engineering students experiencing mental health concerns are often unlikely to seek professional help. To identify factors that account for this gap in treatment, this project administered the Undergraduate Engineering Mental Health Help Seeking Instrument to 1903 engineering undergraduates across five institutions. Correlations and regression were used to examine the links between help-seeking intention and (a) help-seeking mechanisms (e.g., attitude, perceived norm, self-efficacy) and (b) beliefs about seeking help. Students’ personal evaluation of seeking help as a good versus bad thing (attitude) and their perceptions of other’s expectations and behaviors toward seeking help (perceived norm) demonstrated the strongest links with intention to seek help. Agreement with certain beliefs (e.g., seeking help would… make me feel better, improve my academic performance) and disagreement with others (e.g., seeking help would be a… waste of time, sign of weakness) was associated with intention. These results provide targets for future interventions designed to improve help seeking in the engineering student population. By illuminating the cultural and psychological factors that shape engineering students’ help-seeking decisions, this study contributes evidence to guide systemic changes in engineering education that promote student well-being and strengthen the future of the profession. Full article

(This article belongs to the Special Issue Rethinking Engineering Education)

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33 pages, 630 KB

Open AccessArticle

Impact Framework for Transforming STEAM Education: A Multi-Level Approach to Evidence-Based Reform

by Natalia Spyropoulou, Michalis Ioannou and Achilles Kameas

Educ. Sci. 2025, 15(11), 1552; https://doi.org/10.3390/educsci15111552 - 18 Nov 2025

Viewed by 818

Abstract

This paper presents the development of an Impact Framework for STEAM education created as part of a project to support systemic, evidence-based reform. The framework was derived from an extensive synthesis of data collected through policy mapping, national and European strategy reviews, comparative [...] Read more.

This paper presents the development of an Impact Framework for STEAM education created as part of a project to support systemic, evidence-based reform. The framework was derived from an extensive synthesis of data collected through policy mapping, national and European strategy reviews, comparative case studies, and three stakeholder consultations with educators, industry representatives, and policymakers. The analysis used thematic synthesis, root cause analysis, and impact mapping to link the identified challenges with their causes, proposed actions, and measurable indicators. The resulting framework is organised into four interconnected domains: Policy and Governance, Institutional Conditions and Infrastructure, Educator Competence and Resources, and Collaboration Ecosystem, each linked to specific stakeholders, proposed solutions, and anticipated benefits. By consolidating diverse evidence into a coherent logic chain, the framework provides a practical and adaptable tool for guiding reforms that strengthen the coherence, inclusivity, and sustainability of STEAM education across various contexts. Full article

(This article belongs to the Special Issue Beyond the Bottom Line: Systemic Pathways to Identity-Responsive STEM Learning)

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24 pages, 2204 KB

Open AccessArticle

Bridging STEAM and Cultural Heritage Through Inclusive Inquiry: The SciArt Professional Development Program

by Angelos Sofianidis, Eleni Petridou, Elena Stylianou, Christina Tsaliki, Lamprini Malletzidou, Clara Sarmento, Constadina Charalambous, Sapfo Fotiadou, Tereza Makridou, Inês Pires, Anastasia Oikonomou, Carina Cerqueira, Ioannis Kaskamanidis, Luciana Oliveira, Kostas Kasvikis and Anastasios Molohidis

Educ. Sci. 2025, 15(11), 1551; https://doi.org/10.3390/educsci15111551 - 18 Nov 2025

Cited by 1 | Viewed by 778

Abstract

This study presents a professional development (PD) program designed within the “SciArt—Promoting 21st-century skills through an inclusive STEAM approach to Cultural Heritage” project, which aims to prepare teachers to implement an inclusive, inquiry-based STEAM approach in their classrooms. The approach, developed collaboratively by [...] Read more.

This study presents a professional development (PD) program designed within the “SciArt—Promoting 21st-century skills through an inclusive STEAM approach to Cultural Heritage” project, which aims to prepare teachers to implement an inclusive, inquiry-based STEAM approach in their classrooms. The approach, developed collaboratively by academics from the arts, sciences, and cultural sectors across Cyprus, Greece, and Portugal, integrates archaeometric methods with cultural heritage to support identity exploration and inclusive pedagogy. The study explores how participating teachers evaluated the PD program, how it influenced their self-efficacy in applying inclusive, inquiry-based STEAM approaches, and how teacher trainers experienced its implementation across different national contexts. The study utilizes both qualitative and quantitative methods of data collection, comprising questionnaires and a focus group. Results show high teacher satisfaction and increased self-efficacy across four thematic areas: inquiry-based learning, science-heritage integration, cultural identity exploration, and use of multimodality for inclusion. Teacher trainers described the process as demanding but professionally enriching, emphasizing the role of interdisciplinary collaboration. These findings highlight the potential of well-supported, theoretically grounded PD programs to build capacity for inclusive STEAM education, while also revealing structural barriers that must be addressed for wider implementation. Full article

(This article belongs to the Section STEM Education)

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4 pages, 149 KB

Open AccessEditorial

Editorial: Understanding Early Childhood Care and Education (ECCE) from Cultural Perspectives

by Archana V. Hegde and Jessica Resor

Educ. Sci. 2025, 15(11), 1550; https://doi.org/10.3390/educsci15111550 - 17 Nov 2025

Viewed by 440

Abstract

Children are reared in unique socio-cultural, political, and historical contexts (Rodd, 1996) [...] Full article

(This article belongs to the Special Issue Understanding Early Childhood Care and Education (ECCE) from Cultural Perspectives)

20 pages, 2196 KB

Open AccessArticle

Why Should We Count in Sámi and Kven?

by Anne Birgitte Fyhn and Ánná Káisá Partapuoli

Educ. Sci. 2025, 15(11), 1549; https://doi.org/10.3390/educsci15111549 - 17 Nov 2025

Viewed by 753

Abstract

The use of Norwegian numerals in the Sámi language is widespread among Sámi native speakers. Like the Sámi languages and the minority language Kven, Welsh is an endangered minority language in a Western European country with one school system. A study from Wales [...] Read more.

The use of Norwegian numerals in the Sámi language is widespread among Sámi native speakers. Like the Sámi languages and the minority language Kven, Welsh is an endangered minority language in a Western European country with one school system. A study from Wales revealed that children who either spoke Welsh only at home or both at home and at school read and compared two-digit numbers more accurately than monolingual English children. Unlike the Norwegian and English languages, the Sámi, Kven, and Welsh languages have strictly regular counting systems. Analyses of the counting systems for the numerals 11–20 in eight Sámi languages and Kven and comparisons with the counting system in Standard Welsh have resulted in a categorization of the counting systems into three groups regarding transparency and possible support for children’s grouping of ten ‘ones’ into one ‘ten’. The analysis gives reason to believe that reversing the increased use of Sámi and Kven numerals may contribute to Sámi and Kven children’s grasping of the base-10 system because of the counting systems’ transparency. Understanding the base-10 system is fundamental for further learning in school mathematics. Based on the findings, we recommend that Sámi and Kven numerals be included in the mathematics curriculum. Full article

(This article belongs to the Special Issue Grounding Indigenous Pedagogies and Perspectives in STEM and Mathematics Education: Learning That Supports the Well-Being of the Self, Family, Community, Land, and Ancestors)

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22 pages, 432 KB

Open AccessSystematic Review

Digital Storytelling in Teaching and Learning Mathematics: A PRISMA Systematic Literature Review

by Dimitrios Deslis, Andreas Moutsios-Rentzos, Panagiota Kaskaouti and Maria Giakoumi

Educ. Sci. 2025, 15(11), 1548; https://doi.org/10.3390/educsci15111548 - 17 Nov 2025

Cited by 1 | Viewed by 2074

Abstract

Digital storytelling (DST) has emerged as a promising pedagogical approach in mathematics education, combining narrative and digital media to enhance conceptual understanding, engagement, and reflective practice. This systematic review synthesises recent research on how DST is conceptualised, implemented, and evaluated in mathematics education. [...] Read more.

Digital storytelling (DST) has emerged as a promising pedagogical approach in mathematics education, combining narrative and digital media to enhance conceptual understanding, engagement, and reflective practice. This systematic review synthesises recent research on how DST is conceptualised, implemented, and evaluated in mathematics education. Following PRISMA 2020 guidelines, four databases (ERIC, Scopus, HAL, Google Scholar) were searched in October 2025. Peer-reviewed studies (2015–2025) explicitly addressing DST in mathematics education were included. Screening and thematic synthesis were independently conducted by the two first authors to reduce bias. A total of 47 studies involving approximately 3000 participants across early childhood, school, and teacher education were included. DST was found to enhance mathematical reasoning, problem-solving, motivation, and self-efficacy, while supporting identity development and collaboration. For teachers, DST fostered reflective practice, emotional awareness, and technological–pedagogical–content integration. Challenges included limited preparation time, insufficient training, and unequal digital access, though emerging AI tools offered promising solutions for scalable DST creation. Evidence highlights DST’s cognitive, affective, and pedagogical benefits, though small-scale and short-term designs limit generalisability. Further longitudinal and cross-context studies are needed. Full article

(This article belongs to the Special Issue Empowering Teacher Education with Digital Competences)

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9 pages, 363 KB

Open AccessEditorial

Reimagining Teachers’ Professional Development and Teaching Practices in Early Childhood Education: Toward UNESCO’s New Social Contract

by Shahid Karim, Xuanyi Eliza Wu and Alfredo Bautista

Educ. Sci. 2025, 15(11), 1547; https://doi.org/10.3390/educsci15111547 - 17 Nov 2025

Viewed by 1653

Abstract

Today, the field of education faces unprecedented challenges that necessitate innovative approaches to teacher education and teaching practices (Darling-Hammond, 2017; Hussein, 2025; West & Bautista, 2022) [...] Full article

(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)

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27 pages, 1140 KB

Open AccessArticle

Flattening the Developmental Staircase: Lexical Complexity Progression in Elementary Reading Texts Across Six Decades

by Elfrieda H. Hiebert

Educ. Sci. 2025, 15(11), 1546; https://doi.org/10.3390/educsci15111546 - 17 Nov 2025

Viewed by 733

Abstract

This study examined lexical complexity patterns in elementary reading textbooks across four pivotal decades (1957, 1974, 1995, 2014) to understand how educational reforms have influenced developmental progressions in reading materials. The study analyzed a corpus of 320,000 words from one continuously published core [...] Read more.

This study examined lexical complexity patterns in elementary reading textbooks across four pivotal decades (1957, 1974, 1995, 2014) to understand how educational reforms have influenced developmental progressions in reading materials. The study analyzed a corpus of 320,000 words from one continuously published core reading program across grades 1–4 for four copyrights. The corpus consisted of a 20,000-word sample for each grade and year, analyzed for type-token ratio, percentage of complex words, and percentage of single-appearing words. Results revealed three major shifts: (a) systematic within-grade complexity increases in earlier programs (1957, 1974) were replaced by flat progression in later programs (1995, 2014), (b) steep across-grade differentiation collapsed with grade-to-grade increases in lexical diversity declining from greater than 100% to under 10%, and (c) first-grade expectations accelerated dramatically, whereas third- and fourth-grade texts remained remarkably stable across all six decades. By 2014, first graders encountered lexical complexity levels that characterized fourth-grade texts in 1957. These findings challenge narratives of declining text complexity and reveal that contemporary elementary readers experience compressed developmental progressions with elevated starting points but minimal growth trajectories. The implications suggest the need for reconceptualizing text design to balance appropriate challenges with systematic scaffolding, particularly for students dependent on school-based literacy instruction. Full article

(This article belongs to the Special Issue Advances in Evidence-Based Literacy Instructional Practices)

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12 pages, 425 KB

Open AccessArticle

From First-Year Dreams to Sixth-Year Realities: A Repeat Cross-Sectional Study of Medical Students’ Specialty Preferences

by Yael Hollander, Nir Amitai, Shimrit Salem Yaniv, Itamar Ben Shitrit, Anat Horev, Inbal Golan Tripto and Amir Horev

Educ. Sci. 2025, 15(11), 1545; https://doi.org/10.3390/educsci15111545 - 17 Nov 2025

Viewed by 858

Abstract

Medical students often begin their studies with preconceived notions about specialties, which may evolve as they gain clinical experience. This study aimed to assess changes in specialty preferences over six years of medical training and to compare two cohorts of first-year students. A [...] Read more.

Medical students often begin their studies with preconceived notions about specialties, which may evolve as they gain clinical experience. This study aimed to assess changes in specialty preferences over six years of medical training and to compare two cohorts of first-year students. A repeat cross-sectional design was used, analyzing survey data from the 2019 class during preclinical (first–second year) and clinical (sixth year) stages, and from the 2024 first-year cohort. A total of 367 students participated. Comparing preclinical and clinical students revealed a significant increase in interest in ophthalmology (2.9% vs. 11%, p = 0.012), along with non-significant upward trends in obstetrics and gynecology and family medicine. Declines were observed in psychiatry, oncology, neurosurgery, and surgery. The 2024 cohort included a higher proportion of students with a prior medical background compared with the 2019 cohort (43% vs. 23%, p = 0.002), but no other demographic or specialty preference differences were identified. These findings suggest that specialty preferences among medical students may shift during clinical training, while initial preferences appear relatively consistent across cohorts. Understanding how medical education influences career development may guide curricular strategies to balance specialty distribution and address workforce needs. Full article

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36 pages, 2363 KB

Open AccessSystematic Review

Advancing Conceptual Understanding: A Meta-Analysis on the Impact of Digital Technologies in Higher Education Mathematics

by Anastasia Sofroniou, Mansi Harsh Patel, Bhairavi Premnath and Julie Wall

Educ. Sci. 2025, 15(11), 1544; https://doi.org/10.3390/educsci15111544 - 16 Nov 2025

Viewed by 2425

Abstract

The integration of digital technologies in mathematics is becoming increasingly significant, particularly in promoting conceptual understanding and student engagement. This study systematically reviews the literature on applications of Computer Algebra Systems, Artificial Intelligence, Visualisation Tools, augmented-reality technologies, Statistical Software, game-based learning and cloud-based [...] Read more.

The integration of digital technologies in mathematics is becoming increasingly significant, particularly in promoting conceptual understanding and student engagement. This study systematically reviews the literature on applications of Computer Algebra Systems, Artificial Intelligence, Visualisation Tools, augmented-reality technologies, Statistical Software, game-based learning and cloud-based learning in higher education mathematics. This meta-analysis synthesises findings from 88 empirical studies conducted between 1990 and 2025 to evaluate the impact of these technologies. The included studies encompass diverse geographical regions, providing a comprehensive global perspective on the integration of digital technologies in higher mathematics education. Using the PRISMA framework and quantitative effect size calculations, the results indicate that all interventions had a statistically significant impact on student performance. Among them, Visualisation Tools demonstrated the highest average percentage improvement in academic performance (39%), whereas cloud-based learning and game-based approaches, while beneficial, showed comparatively modest gains. The findings highlight the effectiveness of an interactive environment in fostering a deeper understanding of mathematical concepts. This study provides insights for educators and policymakers seeking to improve the quality and equity of mathematics education in the digital era. Full article

(This article belongs to the Special Issue Unleashing the Potential of E-learning in Higher Education)

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18 pages, 381 KB

Open AccessArticle

Examining Coherence in Preservice Mathematics Teachers’ Noticing of Students’ Thinking About Classification in Geometry

by Hélia Oliveira, Fernanda Caroline Cybulski and Márcia Cristina de Costa Trindade Cyrino

Educ. Sci. 2025, 15(11), 1543; https://doi.org/10.3390/educsci15111543 - 16 Nov 2025

Viewed by 464

Abstract

This study aims to examine the thematic coherence among preservice mathematics teachers’ noticing components when analysing students’ thinking about classification in geometry, as well as the actions they propose to respond to those students. The research was conducted within an instructional module on [...] Read more.

This study aims to examine the thematic coherence among preservice mathematics teachers’ noticing components when analysing students’ thinking about classification in geometry, as well as the actions they propose to respond to those students. The research was conducted within an instructional module on the teaching of geometry, embedded in a mathematics methods course of a master’s programme. The module was designed to foster preservice secondary mathematics teachers’ pedagogical content knowledge alongside their noticing skills. Considering the mathematics education literature about the process of classification in geometry and the components of noticing, an analytical framework was developed to identify the thematic coherence of preservice mathematics teachers’ noticing of students’ thinking from two fictitious classroom episodes. Data came from individual written responses of 12 preservice mathematics teachers to an instructional task. The results overall patterns reveal strong thematic coherence in attending and interpreting, with responding also showing substantial, though comparatively lower, coherence. The findings also indicate that preservice teachers frequently proposed coherent responses that were both specific and may foster students’ conceptual understanding. This study highlights that promoting coherence in professional noticing, particularly within the responding component, is vital for cultivating teaching practices that are both responsive and conceptually grounded. Full article

(This article belongs to the Special Issue Different Approaches in Mathematics Teacher Education)

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15 pages, 494 KB

Open AccessArticle

Digital Gamification and Visual Modeling for Learning Regulation in Biomedical Education

by Lorena Latre-Navarro and Alejandro Quintas-Hijós

Educ. Sci. 2025, 15(11), 1542; https://doi.org/10.3390/educsci15111542 - 16 Nov 2025

Viewed by 709

Abstract

Learning regulation is a central determinant of student achievement and autonomy in higher education. Grounded in Self-Determination Theory, this quasi-experimental study examined the effects of a seven-week intervention in biomedical education that combined visual modeling through drawing with gamification elements supported by digital [...] Read more.

Learning regulation is a central determinant of student achievement and autonomy in higher education. Grounded in Self-Determination Theory, this quasi-experimental study examined the effects of a seven-week intervention in biomedical education that combined visual modeling through drawing with gamification elements supported by digital tools (ClassDojo, 3D atlases, augmented reality). Participants were 116 first-year anatomy students from two universities, one receiving the experimental treatment (visual modeling with gamification) and the other serving as a control group (traditional instruction). Pre- and post-intervention measures were collected using the Self-Regulation of Learning Questionnaire to assess changes in autonomous regulation (AR), controlled regulation (CR), and the Relative Autonomy Index (RAI). Results showed no significant effects on AR, while CR was significantly higher in the experimental group. A treatment effect was also found for the RAI, although no evidence of motivational internalization toward more autonomous regulation emerged within the short intervention. This study highlights how gamified digital platforms can serve as tools for media literacy in higher education, fostering critical engagement with technology as a component of lifelong learning. Findings suggest that combining gamification with visual modeling reinforces controlled regulation, while longer and more autonomy-supportive interventions may be required to foster sustainable autonomous regulation. Full article

(This article belongs to the Special Issue Media Literacy in Lifelong Learning)

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21 pages, 277 KB

Open AccessArticle

From Satisfaction to AI Integration: Stakeholder Perceptions of Student Classification and Progress Monitoring in Qatar’s Schools

by Ali Alodat, Maha Al-Hendawi and Nawaf Al-Zyoud

Educ. Sci. 2025, 15(11), 1541; https://doi.org/10.3390/educsci15111541 - 15 Nov 2025

Viewed by 612

Abstract

This study examined stakeholders’ satisfaction with current student classification and progress monitoring systems and explored their perceptions of the potential role of artificial intelligence (AI) in enhancing these processes. A cross-sectional survey was administered to 313 stakeholders, including teachers, administrators, decision-makers, and educational [...] Read more.

This study examined stakeholders’ satisfaction with current student classification and progress monitoring systems and explored their perceptions of the potential role of artificial intelligence (AI) in enhancing these processes. A cross-sectional survey was administered to 313 stakeholders, including teachers, administrators, decision-makers, and educational service providers. Descriptive statistics, multiple regression analysis, and group comparisons were employed to examine satisfaction levels, predictors of satisfaction, and expectations regarding AI integration. Despite high satisfaction with the current systems (85%), nearly 80% of stakeholders rated AI integration as essential. The most frequently expected functions of an AI-enabled system were predicting student challenges (33.2%), generating detailed analyses and reports (32.9%), customizing individual learning plans (22.7%), and providing immediate feedback (11.2%). Anticipated challenges focused on acceptance and adaptation by teachers and students (40.9%) and concerns about privacy and system integration. Regression analysis revealed that perceptions of classification practices (β = 0.473, p < 0.001) were a stronger predictor of satisfaction than perceptions of progress monitoring practices (β = 0.315, p < 0.001). Demographic analyses revealed greater dissatisfaction among non-teaching staff, females, and mid-career professionals. The findings show that stakeholders are broadly satisfied with existing systems while simultaneously demanding AI-driven innovation, suggesting satisfaction reflects acceptance rather than alignment with stakeholders’ needs and expectations. Full article

14 pages, 528 KB

Open AccessSystematic Review

Integrating Artificial Intelligence into the Cybersecurity Curriculum in Higher Education: A Systematic Literature Review

by Jing Tian

Educ. Sci. 2025, 15(11), 1540; https://doi.org/10.3390/educsci15111540 - 15 Nov 2025

Cited by 1 | Viewed by 1133

Abstract

Background: To understand the state of the art of how artificial intelligence (AI) and cybersecurity are taught together, this paper conducts a systematic literature review on integrating AI into the cybersecurity curriculum in higher education. Methods: The peer-reviewed works were screened from major [...] Read more.

Background: To understand the state of the art of how artificial intelligence (AI) and cybersecurity are taught together, this paper conducts a systematic literature review on integrating AI into the cybersecurity curriculum in higher education. Methods: The peer-reviewed works were screened from major databases published between 2020 and 2025. Integrating AI and cybersecurity typically requires new learning designs. To address this gap in higher education, this review is organized by three categories of research questions: (1) who we teach (audiences and delivery modes), (2) what we teach (related AI topics and cybersecurity topics and how they are integrated), and (3) how we teach (instructional activities and tools used in teaching). Results: The course delivery is mostly face-to-face. The course curricula focus mostly on perception AI. Teaching methods are active and practical, with hands-on labs, interactive tasks, and game-based activities, supported by hardware, programming notebooks, and interactive visualizations. Conclusion: This paper provides the state of the art of integrating AI into the cybersecurity curriculum in higher education, actionable recommendations, and implications for further research. Therefore, it is relevant and transferable for instructors in the field of artificial intelligence education and cybersecurity education. Full article

(This article belongs to the Special Issue Artificial Intelligence and Blended Learning: Challenges, Opportunities, and Future Directions)

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24 pages, 293 KB

Open AccessArticle

Saints, Superheroes, and Zombies: Early Childhood Professionals’ Well-Being and Relational Health in the Waning Days of the COVID-19 Pandemic

by Julia C. Torquati, Kathleen C. Gallagher, Jesutomilola Olayemi and Alexandra M. Daro

Educ. Sci. 2025, 15(11), 1539; https://doi.org/10.3390/educsci15111539 - 14 Nov 2025

Viewed by 400

Abstract

Early childhood education is a demanding profession. Understanding how early childhood (EC) professionals’ draw on internal assets and external resources to sustain well-being is critical, as their well-being is linked to the quality of the care and education they provide. This phenomenological study [...] Read more.

Early childhood education is a demanding profession. Understanding how early childhood (EC) professionals’ draw on internal assets and external resources to sustain well-being is critical, as their well-being is linked to the quality of the care and education they provide. This phenomenological study examined professionals’ strengths and assets, how they used them to manage workplace demands to sustain well-being, and how they engaged with broader systems to enhance the quality of care and education they provide. Thirteen focus groups were conducted with 98 English-speaking (n = 87 female, 3 male, 8 missing gender) and 23 Spanish-speaking (n = 22 female, 1 missing gender) EC professionals. Analysis identified three interdependent themes: (1) holistic well-being; (2) centrality of relationships; and (3) interactions with systems. Participants reported well-being ranging from struggling to sustaining. Relationships with children, families, and co-workers were a source of motivation, commitment, and satisfaction with their work. Participants emphasized the importance of caring for their own well-being to effectively care for others. Systems both supported and hindered well-being. Participants used support-seeking, problem-focused, proactive, and restorative strategies to cope with stressors. Findings underscore the relational and systemic dimensions of EC professionals’ well-being and the strategies they employ to sustain it. Full article

(This article belongs to the Special Issue Strengths and Assets of the Early Childhood Workforce)

27 pages, 915 KB

Open AccessArticle

Fostering Reflection and Attention to Enhance Struggling Students’ Mathematical Problem Solving—A Case Study

by Tikva Ovadiya

Educ. Sci. 2025, 15(11), 1538; https://doi.org/10.3390/educsci15111538 - 14 Nov 2025

Viewed by 1425

Abstract

Research has shown that attention plays a crucial role in developing mathematical problem-solving skills, particularly for students who struggle with non-routine tasks. Even basic operations require shifts in attention, underscoring the deep connection between attention and mathematical cognition. Attentional strategies are observable and [...] Read more.

Research has shown that attention plays a crucial role in developing mathematical problem-solving skills, particularly for students who struggle with non-routine tasks. Even basic operations require shifts in attention, underscoring the deep connection between attention and mathematical cognition. Attentional strategies are observable and can be developed with targeted scaffolding. This study aimed to enhance high school students’ attentional engagement in problem-solving through a structured intervention. Over an academic year, twelve struggling students in Grades 11 and 12 participated in three one-on-one sessions with a researcher, receiving focused instruction. These sessions encouraged reflection and attention by using the “CCRSRC” model: Connections (identifying similarity connections among the problems presented); Choice (the student deciding which problem to solve); Reflection (explaining the choice); Solving (an attempt is made); Repetition (repeating steps 1–4 as often as wished); and Choice (to end the repetition and move on). Mason’s theory of shifts of attention was used to examine learners’ attentional development. This article provides a detailed analysis of one intervention case, offering insight into how CCRSRC actions serve as catalysts for fostering learner attention. In addition to describing and characterizing a single case, the article summarizes the attention data of all learners involved in the individual intervention. Full article

(This article belongs to the Special Issue Conceptual Understanding in Mathematics: Focusing on Students with Learning Disabilities or Difficulties)

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Educ. Sci., Volume 15, Issue 11 (November 2025) – 151 articles

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