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Education Sciences
Volume 15
Issue 12
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Educ. Sci., Volume 15, Issue 12 (December 2025) – 145 articles

Cover Story (view full-size image): Education Sciences (ISSN 2227-7102) is a scholarly peer-reviewed international open access journal, committed to providing inclusive and equitable global access to research. It aims to relate timely high-quality research findings across a broad range of topics. Leading educational researchers are invited to be guest editors that build a community of authors and readers through Special Issues which discuss the latest research and develop new ideas and research directions. The European Network of Sport Education (ENSE) is affiliated with Education Sciences and its members receive discounts on the article processing charges.
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26 pages, 1487 KB  
Article
Seeing the Forest by Seeing the Trees: Using Student Surveys to Measure Instructional Practices
by Sandra L. Laursen and Tim Archie
Educ. Sci. 2025, 15(12), 1712; https://doi.org/10.3390/educsci15121712 - 18 Dec 2025
Viewed by 270
Abstract
Efforts to improve undergraduate education in mathematics and other STEM fields often work with instructors to implement research-based instructional practices that emphasize active and collaborative learning. To measure the progress and outcomes of such initiatives, researchers need measurement tools that are versatile, meaningful, [...] Read more.
Efforts to improve undergraduate education in mathematics and other STEM fields often work with instructors to implement research-based instructional practices that emphasize active and collaborative learning. To measure the progress and outcomes of such initiatives, researchers need measurement tools that are versatile, meaningful, and inexpensive to use, to know what teaching practices are occurring. Because students spend a great deal of time observing class conditions, they are well positioned to report the teaching that they experienced. We report results from some 2400 student surveys on the use of active and collaborative learning (ACL) approaches in over 200 recitation sections of gateway courses in tertiary mathematics, physics, and computer science. We developed a set of survey items, TAMI-SS, and a compound measure based on the items, called S-ACL for Student-reported Active and Collaborative Learning, that reflects the extent of active and collaborative learning as reported by students. We find that S-ACL scores compare favorably with instructor surveys and observations, and with students’ reports of their classroom experience using established measures. Moreover, S-ACL reflected departments’ progress in implementing ACL in recitations. When focused on specific, observable classroom behaviors, student surveys of instructional practice can be used to measure the progress of instructional change initiatives in mathematics and similar fields. Full article
(This article belongs to the Special Issue Engaging Students to Transform Tertiary Mathematics Education)
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27 pages, 1270 KB  
Article
Family Involvement in Primary School Children’s Writing: A Qualitative Study with Parent Focus Groups
by Laura Algorri-Diez, Celestino Rodríguez and Patricia Robledo
Educ. Sci. 2025, 15(12), 1711; https://doi.org/10.3390/educsci15121711 - 18 Dec 2025
Viewed by 292
Abstract
The home context can complement formal schooling in writing. However, the family’s potential for promoting how children learn to write is still relatively underexplored, particularly in primary education. The present study used a qualitative approach based on parent focus groups to analyse the [...] Read more.
The home context can complement formal schooling in writing. However, the family’s potential for promoting how children learn to write is still relatively underexplored, particularly in primary education. The present study used a qualitative approach based on parent focus groups to analyse the practices and support given at home to Spanish primary school students. It also examined the challenges families face and the strategies they suggested for improving their involvement in writing. Focus groups were interviewed involving 32 parents of children in the first (6–8 years old), second (8–10), and third (10–12) cycles of primary education. The results indicate that informal writing practices are carried out at home, related to communication, leisure, and reflection, along with formal writing practices based on supporting schoolwork and stimulating specific writing skills. The formal practices are based on school requirements and children’s needs, while the informal practices are a constant presence throughout primary schooling. The study also identified parental writing support that was instructional (modelling, guiding, explaining, correction), motivational (reinforcement, play, emphasising writing’s importance), and organisational (resources and organisation), which varied as children developed. The families identified challenges to enriching the writing environment at home linked to factors related to the children (lack of motivation, frustration with mistakes, and negative views of writing), to their own availability or lack of knowledge, and to the influence of school and the digital context. Their main suggestions for improvements included improved coordination between school and family and promoting writing experiences based on enjoyment and functionality. Despite the difficulties, the families offered varied writing practices and support that can complement how writing is taught at school. Full article
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13 pages, 2891 KB  
Article
Eye Tracking Characterization of Algebraic Fraction Simplifications
by Cristina Eccius-Wellmann, Jacobo José Brofman-Epelbaum and Violeta Corona
Educ. Sci. 2025, 15(12), 1710; https://doi.org/10.3390/educsci15121710 - 18 Dec 2025
Viewed by 197
Abstract
Several major studies require that students understand and master the concepts and procedures of mathematics. More specifically, an area of mathematics such as algebra requires students to be able to simplify, operate with, or solve fractions. Many students entering university show numerous shortcomings [...] Read more.
Several major studies require that students understand and master the concepts and procedures of mathematics. More specifically, an area of mathematics such as algebra requires students to be able to simplify, operate with, or solve fractions. Many students entering university show numerous shortcomings and errors, especially when simplifying algebraic fractions. This is why we conducted a study using eye-tracking techniques to better understand how students process these types of exercises in attentional terms, comparing students who can handle them successfully against those who show errors in their procedures. For this purpose, we evaluated the eye movements of 64 students from different university majors to characterize the attentional–visual strategies they use to simplify four different algebraic fraction exercises. We found that each type of simplification exercise needs a specific strategy where some parts of the rational algebraic expressions are cognitively relevant. Students with correct answers tend to allocate attention to these elements. Students with incorrect answers tend to find similar expressions with the intention to cancel them out, without applying any metacognitive thinking. The rational algebraic expression needs to be taught in a more conceptual manner than procedural. Full article
(This article belongs to the Section Higher Education)
16 pages, 299 KB  
Article
Different Lenses, Same Picture? Traditional Versus Retrospective Surveys in Early Childhood Teacher Program Evaluation
by Yiyun Fan, Casey Hanna, Timothy D. Folger, Toni A. May and Kristin L. K. Koskey
Educ. Sci. 2025, 15(12), 1709; https://doi.org/10.3390/educsci15121709 - 17 Dec 2025
Viewed by 255
Abstract
As professional development (PD) programs aimed at improving early childhood educators’ teaching efficacy in integrated STEM (science, technology, engineering, mathematics) become more prevalent, understanding how best to evaluate their outcomes is increasingly important. This study compared two self-report survey designs commonly adopted in [...] Read more.
As professional development (PD) programs aimed at improving early childhood educators’ teaching efficacy in integrated STEM (science, technology, engineering, mathematics) become more prevalent, understanding how best to evaluate their outcomes is increasingly important. This study compared two self-report survey designs commonly adopted in program evaluation—traditional pre-test–post-test (TPP) and retrospective pre-test (RPP)–post-test—within a year-long integrated STEM PD initiative for early childhood educators. Twenty-five educators completed the TPP survey, fifty-five completed the RPP survey, and a subset of twenty-four completed both. This study investigates whether these two designs differ in detecting change in teaching efficacy in literacy, mathematics, science, and nutrition. Findings revealed statistically significant increases across all content areas using both survey methods, with large effect sizes. Comparisons between traditional and retrospective pre-test scores showed no statistically significant differences, suggesting that response shift bias may not have meaningfully affected results in this context. The findings indicate that either survey approach can be appropriate for measuring affective outcomes such as self-efficacy. Informed by these findings and prior research, this study concludes that the choice between traditional and retrospective survey designs should be guided by practical considerations, such as program setting, time and efficiency, and constructs measured, and not only by the validity and reliability of the specific survey design. These results offer valuable guidance for evaluators seeking efficient and valid tools for assessing PD in early childhood teacher education and suggest the need for further research exploring different self-report measures in diverse educational contexts. Full article
(This article belongs to the Section Early Childhood Education)
22 pages, 445 KB  
Systematic Review
A Systematic Literature Review on the Development and Implementation of School Improvement Plans (SIPs) Around the World
by Coby V. Meyers and Bryan A. VanGronigen
Educ. Sci. 2025, 15(12), 1708; https://doi.org/10.3390/educsci15121708 - 17 Dec 2025
Viewed by 410
Abstract
Many countries around the world require some or all schools to develop and implement a school improvement plan (SIP), which is a tool intended to guide the identification of school-specific needs for improvement along with a series of priorities, goals, and actions to [...] Read more.
Many countries around the world require some or all schools to develop and implement a school improvement plan (SIP), which is a tool intended to guide the identification of school-specific needs for improvement along with a series of priorities, goals, and actions to help address those needs. Yet, the literature on this topic remains rather sparse. In this article, we conducted a systematic review of the international literature on SIPs published from 2010 through 2025, identifying 62 relevant articles for analysis. We organized this review’s findings around six areas related to SIP development and implementation: assessing current conditions, determining needs, setting direction, organizing resources, taking action, and evaluating progress. Findings suggest that while divergences exist between contexts with respect to these six areas, there are considerable convergences in how educators and others conceptualize and interact with SIPs. We close with recommendations for future research that both strengthens and broadens the extant literature on SIPs. Full article
(This article belongs to the Special Issue Education Leadership: Challenges and Opportunities)
21 pages, 441 KB  
Article
Sustaining the Early Childhood Education and Care Workforce Through University-Led Innovations: The Role of the Teaching Coach
by Mandy Cooke, Rachel Foster and Katherine Bussey
Educ. Sci. 2025, 15(12), 1707; https://doi.org/10.3390/educsci15121707 - 17 Dec 2025
Viewed by 227
Abstract
The importance of Early Childhood Education and Care (ECEC) is recognised by Australian governments and significant reforms are being implemented to increase access to high-quality ECEC. Whilst increased recognition and access are vital, so are strategies to support a high-quality and sustainable workforce. [...] Read more.
The importance of Early Childhood Education and Care (ECEC) is recognised by Australian governments and significant reforms are being implemented to increase access to high-quality ECEC. Whilst increased recognition and access are vital, so are strategies to support a high-quality and sustainable workforce. One strategy is for governments to partner with universities to support Diploma-qualified educators to upskill to become teachers. Providing support for Diploma pathway students to be successful in their studies and motivated and to stay in the profession post-graduation is vital. The aim of this study was to investigate a specific design element within one innovative initial teacher education programme for Diploma pathway students—the role of the teaching coach. The teaching coach role was designed to support Diploma pathway students to complete their degree and help create the professional networks needed to sustain them in the profession long term. Using a single site case study approach, qualitative data were collected via semi-structured interviews with teaching coaches. Using the theory of practice architectures to the analyse data, we interrogated the practices of the teaching coaches, how teaching coaches perceived they supported student success and the arrangements that enabled and constrained these practices. From the perspective of the teaching coaches, their role supported student learning and professional networks. The role also provided unanticipated benefits for the teaching coaches themselves. The study highlights the importance of universities going beyond traditional practices to contribute to professional learning and networks for ECEC professionals throughout their careers. Full article
(This article belongs to the Special Issue Teachers and Teaching in Early Childhood Education and Care: Time to Think Otherwise)
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20 pages, 498 KB  
Article
Fostering Action Competence Through Emancipatory, School-Based Environmental Projects: A Bildung Perspective
by Suchawadee Ketchanok and Jeerawan Ketsing
Educ. Sci. 2025, 15(12), 1706; https://doi.org/10.3390/educsci15121706 - 17 Dec 2025
Viewed by 240
Abstract
Although much research in environmental and sustainability education has focused on knowledge and awareness, fewer studies have examined how school-based projects can foster young learners’ capacity for action. This study investigates how emancipatory, school-based environmental projects can foster young learners’ foundational capacities for [...] Read more.
Although much research in environmental and sustainability education has focused on knowledge and awareness, fewer studies have examined how school-based projects can foster young learners’ capacity for action. This study investigates how emancipatory, school-based environmental projects can foster young learners’ foundational capacities for contributing to a more sustainable and caring future. Grounded in the Bildung perspective and the action competence framework, a 16-week intervention was implemented with Grade 8 students who collaboratively identified and addressed authentic environmental issues—such as waste mismanagement, sanitation concerns, and safety risks—within their school community. Using a concurrent mixed-methods design, quantitative data from the Student Action Competence Questionnaire were integrated with qualitative evidence from worksheets and reflective journals. Results show consistent improvement across all dimensions of action competence, particularly in democratic collaboration and students’ willingness to take shared responsibility for environmental well-being. Qualitative findings reveal the development of critical reflection, co-creation with school stakeholders, and a growing sense of social responsibility, as students engaged in activities ranging from redesigning waste systems to proposing improvements through official communication channels. Rather than focusing on large-scale environmental outcomes, the projects cultivated everyday practices of care, participation, and ethical awareness—key dispositions for inspiring long-term change toward a greener and more sustainable future. The study highlights how context-based, dialogic learning can empower students as emerging environmental citizens within their immediate communities. Full article
(This article belongs to the Special Issue Education for a Sustainable Future: Inspiring Change for a Greener Planet)
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18 pages, 453 KB  
Article
Strategic Leadership and Systems Connection as Key Predictors of Learning Organization Outcomes: Evidence from Saudi Arabian Nursing Education
by Nojoud Abdullah Alrashidi, Grace Ann Lim Lagura and Ma Christina Bello Celdran
Educ. Sci. 2025, 15(12), 1705; https://doi.org/10.3390/educsci15121705 - 17 Dec 2025
Viewed by 255
Abstract
The current research examined how nursing schools in Saudi Arabia operate as learning organizations (LOs). The Dimensions of Learning Organization Questionnaire (DLOQ) was administered to 208 participants to measure and examine the seven LO dimensions and their interrelation. The research aimed to predict [...] Read more.
The current research examined how nursing schools in Saudi Arabia operate as learning organizations (LOs). The Dimensions of Learning Organization Questionnaire (DLOQ) was administered to 208 participants to measure and examine the seven LO dimensions and their interrelation. The research aimed to predict overall LO performance and assess the variations across different demographic groups. Strategic leadership (SL; β = 0.694) and systems connection (SC; β = 0.128) are the sole primary predictors of total learning outcome that achieved statistical significance (R2 = 0.429; p < 0.001). The other five dimensions were subordinate outcomes, as their inclusion in the model did not cause a significant variance addition (ΔR2 = 0.022, p = 0.129), which suggests the absence of independent predictive capacity in the presence of the primary predictors. Finally, the analysis confirmed that the organization perceives its learning culture uniformly with no significant differences across demographic groups (all p > 0.05). Among the dimensions examined, SL and SC emerged as the strongest predictors of overall LO performance. The remaining five dimensions stand as low-level outputs, with no potential for working effectively on their own. The limited contribution of these dimensions may largely be attributed to statistical factors, such as multicollinearity or model specification. Thus, to maximize learning potential in Saudi nursing schools, the strategic development of SL and SC is necessary. Full article
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25 pages, 1456 KB  
Article
AI-Generated Tailor-Made Pedagogical Picture Books: How Close Are We?
by Branislav Bédi, Hakeem Beedar, Belinda Chiera, Cathy Chua, Stéphanie Geneix-Rabault, Vanessa Kreusch, Christèle Maizonniaux, Manny Rayner, Sophie Rendina, Emily Ryan-Cooper, Vladyslav Sukhyi, Ivana Vargova, Sarah Wright, Chunlin Yao and Rina Zviel-Girshin
Educ. Sci. 2025, 15(12), 1704; https://doi.org/10.3390/educsci15121704 - 17 Dec 2025
Viewed by 442
Abstract
Illustrated digital picture books are widely used for second-language reading and vocabulary growth. We ask how close current generative AI (GenAI) tools are to producing such books on demand for specific learners. Using the ChatGPT-based Learning And Reading (C-LARA) platform with GPT-5 for [...] Read more.
Illustrated digital picture books are widely used for second-language reading and vocabulary growth. We ask how close current generative AI (GenAI) tools are to producing such books on demand for specific learners. Using the ChatGPT-based Learning And Reading (C-LARA) platform with GPT-5 for text/annotation and GPT-Image-1 for illustration, we ran three pilot studies. Study 1 used six AI-generated English books glossed into Chinese, French, and Ukrainian and evaluated them using page-level and whole-book Likert questionnaires completed by teachers and students. Study 2 created six English books targeted at low-intermediate East-Asian adults who had recently arrived in Adelaide and gathered student and teacher ratings. Study 3 piloted an individually tailored German mini-course for one anglophone learner, with judgements from the learner and two germanophone teachers. Images and Chinese glossing were consistently strong; French glossing was good but showed issues with gender agreement, register, and naturalness of phrasing; and Ukrainian glossing underperformed, with morphosyntax and idiom errors. Students rated tailored English texts positively, while teachers requested tighter briefs and curricular alignment. The German pilot was engaging and largely usable, with minor image-consistency and cultural-detail issues. We conclude that for well-supported language pairs (in particular, English–Chinese), the workflow is close to classroom/self-study usability, while other language pairs need improved multi-word expression handling and glossing. All resources are reproducible on the open-source platform. We adopt an interdisciplinary stance which combines aspects taken from computer science, linguistics, and language education. Full article
(This article belongs to the Special Issue Reading and Writing in the Digital Age: Supporting Language and Literacy Development for Students)
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14 pages, 291 KB  
Article
A Transformative Human-Centered Interdisciplinary Design of Entrepreneurship Education for a Technological Future
by Sharon Alicia Simmons
Educ. Sci. 2025, 15(12), 1703; https://doi.org/10.3390/educsci15121703 - 17 Dec 2025
Viewed by 366
Abstract
This paper explores interdisciplinary, human-centered entrepreneurship education that builds entrepreneurial self-efficacy and transformative learning among students. Grounded in Bandura’s social cognitive theory and Mezirow’s transformative learning theory, our study examines a co-curricular entrepreneurship pedagogy embedded within a National Science Foundation project. Using qualitative [...] Read more.
This paper explores interdisciplinary, human-centered entrepreneurship education that builds entrepreneurial self-efficacy and transformative learning among students. Grounded in Bandura’s social cognitive theory and Mezirow’s transformative learning theory, our study examines a co-curricular entrepreneurship pedagogy embedded within a National Science Foundation project. Using qualitative data from reflections, interviews, and observations, the study identifies stakeholder engagement, community-based design, and self-reflection as activities that support sustainable perspective shifts. The findings show that interdisciplinary, real-world challenges function as disorienting dilemmas that promote empathy and critical thinking. The study offers a replicable instructional model that integrates coursework, applied projects, practice-based engagement, and institutional support. This model demonstrates that entrepreneurship education can be designed to support both “can do” and “will become” student habits of the mind. Full article
(This article belongs to the Special Issue Entrepreneurship Education: Moving Forward for the Next Generation of Graduate Entrepreneurs)
21 pages, 1654 KB  
Article
“Living in the Discomfort”: Embodied Professional Learning for Transdisciplinary Higher Education
by Lucy Allen-Kelley, Susanne Pratt and Jacqueline McManus
Educ. Sci. 2025, 15(12), 1702; https://doi.org/10.3390/educsci15121702 - 17 Dec 2025
Viewed by 252
Abstract
Transdisciplinary higher education (TDHE) requires educators to integrate diverse forms of knowledge in their teaching and learning; however, professional learning pathways rarely support the embodied approaches essential to achieve this aim. Despite growing recognition that embodied knowledge sits at the heart of teaching [...] Read more.
Transdisciplinary higher education (TDHE) requires educators to integrate diverse forms of knowledge in their teaching and learning; however, professional learning pathways rarely support the embodied approaches essential to achieve this aim. Despite growing recognition that embodied knowledge sits at the heart of teaching and learning, educator learning continues to be dominated by disembodied approaches, limiting educators’ capacity to navigate the complex and dynamic environments characteristic of TDHE. This paper examines a professional learning workshop codesigned and implemented across two international TDHE institutions to support educators in developing capacities for embodied approaches. We used reflexive thematic analysis of participant reflections and observations to demonstrate how an explicit focus on embodiment fostered four core sensibilities: (1) transdisciplinary integration, (2) embodied translation, (3) embodied experimentation, and (4) embodied expansion. Hopwood’s conceptualisation of “attuning” was later applied, demonstrating how these sensibilities developed through the holistic processes of noticing, attending, and making sense of emerging practice, while demonstrating how the workshop design functioned as an extended attuning sequence. Our findings suggest that effective professional learning in TDHE should focus on embodiment, fostering educator sensibilities through embodied experiences and supported experimentation within safe, collaborative environments, and fostering relational expertise through transdisciplinary engagement. The workshop supported an initial attuning that opened pathways for continued professional learning, offering important considerations for the design and facilitation of professional learning in TDHE contexts. Full article
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22 pages, 2079 KB  
Article
Student-Created Screencasts: A Constructivist Response to the Challenges of Generative AI in Education
by Adam Wong, Ken Tsang, Shuyang Lin and Lai Lam Chan
Educ. Sci. 2025, 15(12), 1701; https://doi.org/10.3390/educsci15121701 - 17 Dec 2025
Viewed by 300
Abstract
Screencasts, which are screen-capture videos, have been created by teachers delivering instruction or feedback, reflecting a teacher-centered model of learning. Based on the constructivist principle, this study explores an innovative attempt to position students as screencast creators, who must demonstrate their knowledge by [...] Read more.
Screencasts, which are screen-capture videos, have been created by teachers delivering instruction or feedback, reflecting a teacher-centered model of learning. Based on the constructivist principle, this study explores an innovative attempt to position students as screencast creators, who must demonstrate their knowledge by and explain their work in the screencast. This innovative approach has the potential to promote authentic learning and reduce dependence on generative artificial intelligence (GenAI) tools for completing assignments. However, it is uncertain whether students will have positive attitudes towards this new form of assessment. From 2022 to 2025, the authors used screencasts as assessments in computer programming and English language subjects. Survey results were obtained from 203 university students and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that students generally hold positive attitudes toward creating screencasts, with perceived usefulness for future applications exerting the strongest influence on acceptance, followed by perceived performance benefits and ease of use. It is also found that gender, discipline, and study mode did not significantly alter these relationships, although senior students perceived screencast production as more effortful. These findings suggest that student-created screencasts can serve as an effective, student-centered alternative to traditional written assessments. The research results imply that student-created screencasts have the potential to help students develop their skills in an increasingly GenAI-pervasive academic environment. Full article
(This article belongs to the Section Higher Education)
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19 pages, 683 KB  
Article
‘We Just Do What the Teacher Says’—Students’ Perspectives on Participation in ‘Inclusive’ Physical Education Classes
by Bianca Sandbichler, Christoph Kreinbucher-Bekerle and Sebastian Ruin
Educ. Sci. 2025, 15(12), 1700; https://doi.org/10.3390/educsci15121700 - 16 Dec 2025
Viewed by 355
Abstract
To date, it remains unclear how students position themselves within the tension between participation, achievement, and body norms in physical education (PE), as well as what role participatory structures play in this process. This paper, therefore, investigates the intersection of these dimensions by [...] Read more.
To date, it remains unclear how students position themselves within the tension between participation, achievement, and body norms in physical education (PE), as well as what role participatory structures play in this process. This paper, therefore, investigates the intersection of these dimensions by examining students’ experiences of participation in PE settings characterized by a high degree of diversity. Theoretically, the study is grounded in concepts of participatory and diversity-sensitive didactics, which serve as analytical frameworks for examining school practices. Semi-structured qualitative interviews were conducted with secondary school students across different grade levels. The data were analyzed using structured qualitative content analysis, yielding five main categories: moments of participation, self-positioning, understanding of the body, understanding of performance, and performance requirements. These categories are illustrated and interrelated through three exemplary student portraits. The findings indicate that participation in PE is a dynamic and negotiated process, shaped by teachers’ orientations and students’ agency, social dynamics, and prevailing body and performance norms. While some students benefit from inclusive practices, others encounter structural and symbolic barriers. The study highlights the potential of participatory, diversity-sensitive, and sensitizing teaching to foster agency, challenge exclusionary norms, and enable meaningful engagement for all students. These insights contribute to current debates on diversity, inclusion, and democratic education in PE. Full article
(This article belongs to the Special Issue Equity and Inclusion in Physical Education: Challenging Power Structures and Fostering Equal Opportunities for Diverse Students)
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22 pages, 586 KB  
Article
Cultural Diversity in Spanish Educational Policy (1970–2025): From Assimilation to Intercultural Inclusion
by Isabel Torrijos-Martí
Educ. Sci. 2025, 15(12), 1699; https://doi.org/10.3390/educsci15121699 - 16 Dec 2025
Viewed by 553
Abstract
Spanish educational legislation on cultural diversity has shifted in five decades from homogenizing frameworks to an explicit commitment to inclusion and interculturality. This article reports a qualitative documentary analysis of state laws and Royal Decrees from the Ley 14/1970 General de Educación to [...] Read more.
Spanish educational legislation on cultural diversity has shifted in five decades from homogenizing frameworks to an explicit commitment to inclusion and interculturality. This article reports a qualitative documentary analysis of state laws and Royal Decrees from the Ley 14/1970 General de Educación to the Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de Educación to examine how cultural and linguistic diversity is conceptualized, how it is embedded in a competence-based curriculum, and which tools are provided for its implementation. The analysis addresses three dimensions: (a) policy conceptions of diversity, (b) curricular instruments (competences, learning situations, assessment), and (c) implementation mechanisms (resources, teacher development, equity monitoring). Results indicate a move from compensatory and assimilationist logics to rights-based, competence-based formulations, with clearer references to dialogue, mediation, and non-discrimination, but also a persistent gap between legal texts and school realities. The study concludes that the current framework enables more observable and assessable intercultural aims, while its impact depends on concrete support for school and teachers. This diachronic perspective on a medium-sized European system offers transferable insights for other countries seeking to embed intercultural competences and equity in curriculum assessment and teacher development. Full article
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14 pages, 619 KB  
Article
Exploring Agricultural Knowledge Among Secondary Students in Rural and Metropolitan Australian Schools: A Case Study
by Jaime K. Manning, Patricia Menchon, Eloise S. Fogarty and Amy Cosby
Educ. Sci. 2025, 15(12), 1698; https://doi.org/10.3390/educsci15121698 - 16 Dec 2025
Viewed by 270
Abstract
This article examines Australian high school students’ knowledge of food and fibre industries based on their exposure to agriculture. This research explores the agricultural knowledge of students from year 7 to 10 students (N = 2603) from 47 schools across Australia in 2021. [...] Read more.
This article examines Australian high school students’ knowledge of food and fibre industries based on their exposure to agriculture. This research explores the agricultural knowledge of students from year 7 to 10 students (N = 2603) from 47 schools across Australia in 2021. Through a survey, agricultural knowledge questions were classified into livestock (LK), crops (CK) and general knowledge (GK). Exposure to agricultural environments based on location and farming exposure were compared between the groups to assess their level of knowledge achieved. Agricultural knowledge levels in the CK and GK groups were comparable, with both significantly higher than LK. Exposure to agriculture impacted the level of knowledge achieved, increasing as students gained more exposure, particularly in livestock. The results highlight the importance of experiential learning to enhance student knowledge of agriculture. Future research should explore what the expected agricultural literacy is of Australian secondary students for each grade level, requiring benchmarks to be established. Full article
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15 pages, 285 KB  
Article
How Can Students Be Empowered in Relation to SDGs Through Active Learning? Psychological and Contextual Dimensions Associated with Teachers’ Use of Storytelling in Europe
by Marta Branda, Claudia Meroni, Electra Bada, Chantal Muller, Isabelle Picquot, Kasper Sørensen and Veronica Velasco
Educ. Sci. 2025, 15(12), 1697; https://doi.org/10.3390/educsci15121697 - 16 Dec 2025
Viewed by 297
Abstract
Promoting empowerment regarding the SDGs among students requires teaching practices based on a student-centered approach. Storytelling has gained prominence as a tool to increase student engagement, critical thinking, and more equitable school environments. While its benefits for students are well documented, less is [...] Read more.
Promoting empowerment regarding the SDGs among students requires teaching practices based on a student-centered approach. Storytelling has gained prominence as a tool to increase student engagement, critical thinking, and more equitable school environments. While its benefits for students are well documented, less is known about the factors influencing teachers’ willingness to adopt storytelling. The Erasmus+ project PLACES aims to support the implementation of the SDGs in Belgium, Denmark, Greece, and Italy. This study, conducted during the need analysis phase, investigates the psychological and contextual dimensions associated with teachers’ use of storytelling as a practice to promote the SDGs. Self-efficacy, attitudes, time-related, didactic barriers, and the perceived organizational climate for innovation within schools were investigated by 5-point Likert scales. A quantitative analysis was conducted using hierarchical regression and moderation models based on data collected through a questionnaire administered to 138 primary and low-secondary schools’ teachers from Italy, Belgium, and Greece. Results showed that teachers’ self-efficacy is significantly associated with storytelling use, and this relationship is moderated by perceived school climate for innovation. Moreover, the lack of didactic support is relevant. These findings underline the importance of strengthening individual and contextual enablers in teacher training and school leadership to promote the SDGs. Full article
20 pages, 528 KB  
Article
Learning with Generative AI: An Empirical Study of Students in Higher Education
by Golan Carmi
Educ. Sci. 2025, 15(12), 1696; https://doi.org/10.3390/educsci15121696 - 16 Dec 2025
Viewed by 871
Abstract
Generative AI technologies are rapidly permeating higher education as innovative tools that support teaching and learning processes. This study investigates the integration of GenAI tools into academic learning and examines their influence on students’ learning effectiveness, attitudes, and satisfaction. A quantitative survey was [...] Read more.
Generative AI technologies are rapidly permeating higher education as innovative tools that support teaching and learning processes. This study investigates the integration of GenAI tools into academic learning and examines their influence on students’ learning effectiveness, attitudes, and satisfaction. A quantitative survey was administered to 485 college students. The findings indicate that students’ attitudes, satisfaction, and accumulated experience with GenAI constitute the most influential factors in promoting effective learning. Perceived advantages and disadvantages also play a substantial role in shaping students’ attitudes, satisfaction, and learning outcomes. Ethical knowledge demonstrates only modest positive effects, whereas institutional training shows no meaningful impact, largely due to its limited availability. The results suggest that higher education institutions should not focus solely on tool accessibility and technical training, but should prioritize fostering positive perceptions, maximizing the perceived benefits of GenAI, offering applied instruction and practical ethical guidance, and reducing concerns and negative perceptions among students. Full article
(This article belongs to the Topic AI Trends in Teacher and Student Training)
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38 pages, 1280 KB  
Systematic Review
Improve Student Risk Prediction with Clustering Techniques: A Systematic Review in Education Data Mining
by Yuan Lu, Soonja Yeom, Jamal Maktoubian, Mohammad Mustaneer Rahman and Soo-Hyung Kim
Educ. Sci. 2025, 15(12), 1695; https://doi.org/10.3390/educsci15121695 - 15 Dec 2025
Viewed by 457
Abstract
Student dropout rates continue to present major difficulties for educational institutions, leading to academic, operational, and financial impacts. Educational Data Mining (EDM) methods, particularly those combining clustering techniques with predictive models, have demonstrated potential in identifying at-risk students early and accurately. This systematic [...] Read more.
Student dropout rates continue to present major difficulties for educational institutions, leading to academic, operational, and financial impacts. Educational Data Mining (EDM) methods, particularly those combining clustering techniques with predictive models, have demonstrated potential in identifying at-risk students early and accurately. This systematic review explores how cluster-based prediction models have been applied in educational contexts to enhance student performance prediction. A total of sixty-one relevant studies published between 2010 and 2025 were selected and analysed using PRISMA guidelines. The review focuses on the clustering techniques used, how these are integrated with predictive models, and what types of student data are involved. Key findings show that cluster-based models help capture behavioural and academic differences among students, which enables educational institutions to provide more adaptable support. The review also highlights challenges related to generalisability, scalability, and ethical concerns, especially when applying models across different institutions or datasets. The main contribution of this study is the identification of how clustering can be used not only to segment student populations but also to improve prediction accuracy by tailoring models to each subgroup. This review contributes to the literature by emphasising the practical benefits of cluster-based predictive modelling and providing clear directions for further studies aimed at reducing student dropout through targeted support. Full article
(This article belongs to the Special Issue Technology-Enhanced Learning in Tertiary Education)
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27 pages, 509 KB  
Article
Diverging Paths: How German University Curricula Differ from Computing Education Guidelines
by Louis Kobras, Marcus Soll and Jörg Desel
Educ. Sci. 2025, 15(12), 1694; https://doi.org/10.3390/educsci15121694 - 15 Dec 2025
Viewed by 232
Abstract
Study program recommendations are pivotal for the accreditation of study programs. In Germany, one of the most important recommendations used in the accreditation of computing curricula is published by the Gesellschaft der Informatik e.V. (GI), the largest German professional society of computer science. [...] Read more.
Study program recommendations are pivotal for the accreditation of study programs. In Germany, one of the most important recommendations used in the accreditation of computing curricula is published by the Gesellschaft der Informatik e.V. (GI), the largest German professional society of computer science. This work investigates the difference between reality at institutions and the GI recommendations. Systematically gathered syllabi of Northern Germany computing curricula have been coded both deductively and inductively according to Mayring’s qualitative content analysis (QCA) method. The descriptions of 197 mandatory courses belonging to 13 program descriptions were analyzed. In addition to the 17 subject areas already described in the GI recommendations, four new subject areas have been identified that can be considered widespread. On the other hand, four subject areas from the GI recommendations could not be found as part of the mandatory curriculum. The study identified a notable divergence between current study programs and the current GI recommendations. However, as only mandatory syllabi were investigated, this study contains some blind spots with regard to electives and study specializations as well as with regard to a regional selection bias. Secondary findings concern the handling of learning outcomes in German syllabus descriptions and the GI recommendations themselves. Full article
(This article belongs to the Special Issue Perspectives on Computer Science Education)
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15 pages, 1025 KB  
Review
Global–Local Learning Ecosystems for Societal Purpose: A Latin American Perspective
by Kelly M. Henao-Romero and Indira S. E. van der Zande
Educ. Sci. 2025, 15(12), 1693; https://doi.org/10.3390/educsci15121693 - 15 Dec 2025
Viewed by 248
Abstract
Higher education faces an urgent demand to respond to global challenges, yet many responses remain tentative. This urgency has intensified in the early 2020s, a period marked by escalating geopolitical tensions and environmental crises. While education alone may not address the root causes, [...] Read more.
Higher education faces an urgent demand to respond to global challenges, yet many responses remain tentative. This urgency has intensified in the early 2020s, a period marked by escalating geopolitical tensions and environmental crises. While education alone may not address the root causes, it plays a pivotal role in fostering learners’ resilience and skills that can influence meaningful change. Guided by a theoretical analysis, this article examines what characterises a learning environment that engages learners with global complexities. We review three major bodies of literature: global and intercultural learning, education for sustainability with its transformative approaches, and Latin American perspectives on social engagement. Though sharing common aims, they have largely been treated in isolation. By identifying contributions and gaps, we propose a new characterisation for equipping learners to tackle global complexities locally. We conceptualise it as an ecosystem with four interacting dimensions: societal purpose, an enabling learning environment, a network of actors, and a global–local connection. Drawing on Latin American perspectives, the framework situates societal purpose at its core and fosters ecosystems where diverse actors learn together. Ultimately, the framework is designed to guide both course-level innovation and institutional strategies for global learning. Full article
(This article belongs to the Special Issue Breaking Barriers—Equity, Inclusion and Global Readiness in Higher Education)
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17 pages, 885 KB  
Review
Early Intervention Strategies for Language and Literacy Development in Young Dual Language Learners: A Literature Review
by Ekta Ghosh and Rashida Banerjee
Educ. Sci. 2025, 15(12), 1692; https://doi.org/10.3390/educsci15121692 - 15 Dec 2025
Viewed by 471
Abstract
This systematic literature review addresses the urgent need for early language intervention research focused on dual language learners (DLLs) who are at risk of developmental delays, particularly among preschoolers. The findings highlight a significant gap in research focusing on DLLs who experience developmental [...] Read more.
This systematic literature review addresses the urgent need for early language intervention research focused on dual language learners (DLLs) who are at risk of developmental delays, particularly among preschoolers. The findings highlight a significant gap in research focusing on DLLs who experience developmental delays highlighting the need for more research on effective interventions. This review offers a fresh look at evidence-based strategies for informing future research. It emphasizes the importance of including diverse populations and developing culturally responsive intervention frameworks tailored for young DLLs. Full article
(This article belongs to the Section Language and Literacy Education)
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21 pages, 383 KB  
Article
Hybrid Schooling and Reading Acquisition: Motivational, Well-Being, and Achievement Profiles in Second Grade
by Vered Vaknin-Nusbaum, Hen Cohen and Elizabeth D. Tuckwiller
Educ. Sci. 2025, 15(12), 1691; https://doi.org/10.3390/educsci15121691 - 15 Dec 2025
Viewed by 190
Abstract
COVID-19 led to substantial changes in early literacy instruction. Although emerging evidence documents its effects on children’s reading achievement, much less is known about how these changes relate to young children’s reading motivation and school-related well-being. This study compared two cohorts of second [...] Read more.
COVID-19 led to substantial changes in early literacy instruction. Although emerging evidence documents its effects on children’s reading achievement, much less is known about how these changes relate to young children’s reading motivation and school-related well-being. This study compared two cohorts of second graders (N = 287) from the same four low-SES schools, all assessed at the beginning of second grade. A pre-COVID-19 cohort, whose first-grade instruction was delivered entirely face-to-face, was compared with a during-COVID-19 cohort whose first-grade reading instruction took place amid extended distance learning with intermittent, restricted in-person schooling. Cohorts were compared on reading motivation, school-related well-being (covitality), and reading achievement (word reading, vocabulary, and reading comprehension). Multivariate analyses of variance (MANOVAs) were conducted to compare cohorts (pre- vs. during COVID-19) and reader groups (typical vs. poor readers), with gender, class, and school entered as control variables. In motivation, self-concept was higher during COVID-19, and typical readers reported higher motivation than their peers. In well-being, covitality was higher during COVID-19 at the total score and across gratitude, optimism, zest, and persistence; a cohort by group interaction for persistence indicated higher scores for typical readers during COVID-19. In achievement, phonological decoding and orthographic word identification were lower during COVID-19; typical readers scored higher than poor readers on all achievement outcomes. Together, these findings suggest that the educational setting shapes motivation and well-being alongside achievement, and that distance learning is not uniformly detrimental, as it coincided with higher covitality and reading self-concept at school reentry. Full article
(This article belongs to the Special Issue Advances in Evidence-Based Literacy Instructional Practices)
16 pages, 986 KB  
Article
Exploring the Influence of Sociodemographic and Socioeconomic Factors on the Digital Divide in Higher Education
by Xiaoxuan Fang, Huixuan Xu and Davy Tsz Kit Ng
Educ. Sci. 2025, 15(12), 1690; https://doi.org/10.3390/educsci15121690 - 15 Dec 2025
Viewed by 380
Abstract
Sociodemographic and socioeconomic factors are key digital divide determinants. This study used a three-level framework to analyze differences in digital access, capability, and outcomes between male and female, urban and rural, and high-family-SES and low-family-SES university students. Interviews further explored student perspectives on [...] Read more.
Sociodemographic and socioeconomic factors are key digital divide determinants. This study used a three-level framework to analyze differences in digital access, capability, and outcomes between male and female, urban and rural, and high-family-SES and low-family-SES university students. Interviews further explored student perspectives on these disparities. The study found significant digital divides among these groups. Male students were more proactive with computers and had better computer skills and learning abilities than female students. Urban students had superior digital infrastructure, resources, skills, and competitiveness compared to their rural peers. High-SES students enjoyed greater digital access, family support, skills, and learning outcomes than their low-SES counterparts. This research contributes an updated digital divide framework and proposes practical suggestions to minimize digital inequality in higher education. Full article
(This article belongs to the Topic Education for Sustainable Digital Societies)
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21 pages, 1428 KB  
Article
Attitudes Towards Sustainability at Business Schools: A Comparative Study of Students at Local and International Universities in Singapore
by Hailey Lau, Michał K. Lemański, Casey Watters and Michał Staszków
Educ. Sci. 2025, 15(12), 1689; https://doi.org/10.3390/educsci15121689 - 15 Dec 2025
Viewed by 223
Abstract
Higher education institutions have been called to step up and contribute towards the United Nations Sustainable Development Goals (SDGs). Much research has been conducted in the areas of sustainable development and responsible management education. However, global progress towards achieving the SDGs has been [...] Read more.
Higher education institutions have been called to step up and contribute towards the United Nations Sustainable Development Goals (SDGs). Much research has been conducted in the areas of sustainable development and responsible management education. However, global progress towards achieving the SDGs has been slow. This paper scrutinizes foreign (subsidiary) and local business schools operating in Singapore by exploring the factors that influence students’ consideration of a program of study and what is important to the student experience, particularly from a sustainability perspective. An online survey questionnaire was distributed, and 139 participants completed it. Results suggest no significant difference in attitudes between genders and local and international students. However, all students are concerned and expect the school to provide support for mental well-being. The analysis also revealed that sustainability perceptions and awareness are low, and that students received very little education on sustainability. Despite extensive research on sustainable development and responsible management education, a significant gap remains between theory and practice, primarily due to the lack of translation of theory into practical applications. Full article
(This article belongs to the Special Issue Competencies for Sustainable Development in University Education: Challenges and Opportunities)
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27 pages, 3722 KB  
Article
Integrating Exploratory Data Analysis and Explainable AI into Astronomy Education: A Fuzzy Approach to Data-Literate Learning
by Gabriel Marín Díaz
Educ. Sci. 2025, 15(12), 1688; https://doi.org/10.3390/educsci15121688 - 15 Dec 2025
Viewed by 396
Abstract
Astronomy provides an exceptional context for developing data literacy, critical thinking, and computational skills in education. This paper presents a project-based learning (PBL) framework that integrates exploratory data analysis (EDA), fuzzy logic, and explainable artificial intelligence (XAI) to teach students how to extract [...] Read more.
Astronomy provides an exceptional context for developing data literacy, critical thinking, and computational skills in education. This paper presents a project-based learning (PBL) framework that integrates exploratory data analysis (EDA), fuzzy logic, and explainable artificial intelligence (XAI) to teach students how to extract and interpret scientific knowledge from real astronomical data. Using open-access resources such as NASA’s JPL Horizons and ESA’s Gaia DR3, together with Python libraries like Astroquery and Plotly, learners retrieve, process, and visualize dynamic datasets of comets, asteroids, and stars. The methodology follows the full data science pipeline, from acquisition and preprocessing to modeling and interpretation, culminating with the application of the FAS-XAI framework (Fuzzy-Adaptive System for Explainable AI) for pattern discovery and interpretability. Through this approach, students can reproduce astronomical analyses and understand how data-driven methods reveal underlying physical relationships, such as orbital structures and stellar classifications. The results demonstrate that combining EDA with fuzzy clustering and explainable models promotes deeper conceptual understanding and analytical reasoning. From an educational perspective, this experience highlights how inquiry-based and computationally rich activities can bridge the gap between theoretical astronomy and data science, empowering students to see the Universe as a laboratory for exploration, reasoning, and discovery. This framework thus provides an effective model for incorporating artificial intelligence, open data, and reproducible research practices into STEM education. Full article
(This article belongs to the Special Issue Advancements in Educational and Information Technology: Bridging the Gap in Learning)
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18 pages, 267 KB  
Article
A Review of U.S. Education Policy on Integrating Science and Mathematics Teaching and Learning
by Liza Bondurant, Lacey Fitts, Jessica Ivy, Dana Pomykal Franz and Anna Wan
Educ. Sci. 2025, 15(12), 1687; https://doi.org/10.3390/educsci15121687 - 15 Dec 2025
Viewed by 812
Abstract
Current calls to integrate science and mathematics in PK-16 education build on decades of prior initiatives, yet the United States still lacks consensus on what integration entails and consistent policies to support it. This study systematically reviews current U.S. policies to identify guidance [...] Read more.
Current calls to integrate science and mathematics in PK-16 education build on decades of prior initiatives, yet the United States still lacks consensus on what integration entails and consistent policies to support it. This study systematically reviews current U.S. policies to identify guidance on the preparation of teachers to integrate science and mathematics. Given that teacher preparation is inherently connected to PK-12 policy, we also review PK-12 policy guidance focused on dual or integrated teacher endorsements, school designations, and PK-12 science and mathematics learning standards. Drawing on an established framework that defines meaningful integration as authentic problem solving supported by the use of multiple STEM disciplines, we examine the degree to which current policies enable such practice. Our findings reveal recommendations for integrating science and mathematics, yet policies overwhelmingly reinforce a siloed approach. We argue that misalignment between teacher preparation policy and PK-12 policy creates a circular problem: teachers cannot be expected to implement integrated science and mathematics instruction without adequate preparation, yet preparation programs have little incentive to design coursework for an instructional approach not systematically supported in PK-12 settings. Clarifying and aligning these policies is therefore essential for advancing coherent, scalable integration across the PK-16 system. Full article
(This article belongs to the Special Issue Cultivating Teachers for STEAM Education)
19 pages, 571 KB  
Systematic Review
Empowering Teacher Professionalism Through Personalized Continuing Professional Learning: A Systematic Literature Review Using a Multidimensional Approach to Self-Assessment and Growth
by Orit Avidov-Ungar
Educ. Sci. 2025, 15(12), 1686; https://doi.org/10.3390/educsci15121686 - 15 Dec 2025
Cited by 1 | Viewed by 466
Abstract
This systematic review on teachers’ Personalized Continuing Professional Learning (PCPL) frameworks explores integrating core professional competencies with core job-related components. Findings across 43 studies identify effective PCPL frameworks, emphasizing adaptability, interdisciplinary collaboration, reflective practice, and digital tools for self-assessment and growth. Key challenges [...] Read more.
This systematic review on teachers’ Personalized Continuing Professional Learning (PCPL) frameworks explores integrating core professional competencies with core job-related components. Findings across 43 studies identify effective PCPL frameworks, emphasizing adaptability, interdisciplinary collaboration, reflective practice, and digital tools for self-assessment and growth. Key challenges include resource constraints, institutional rigidity, and the need for career-stage-specific support. Adaptive strategies for diverse teaching contexts are discussed. A self-assessment multidimensional model is proposed to set personalized professional goals and align their development with broader educational needs. Findings have practical implications for policy and practice, highlighting how PCPL can foster continuous growth and improved teaching efficacy. Full article
(This article belongs to the Special Issue Supporting Teaching Staff Development for Professional Education)
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26 pages, 2201 KB  
Essay
Integrating Systems Thinking into Sustainability Education: An Overview with Educator-Focused Guidance
by Roee Peretz
Educ. Sci. 2025, 15(12), 1685; https://doi.org/10.3390/educsci15121685 - 14 Dec 2025
Viewed by 569
Abstract
This narrative review synthesizes conceptual frameworks, empirical evidence, and pedagogical approaches that support the integration of systems thinking into sustainability education across K–12 and higher education. Publications were purposively selected based on conceptual significance, empirical rigor, pedagogical relevance, and contextual diversity, with searches [...] Read more.
This narrative review synthesizes conceptual frameworks, empirical evidence, and pedagogical approaches that support the integration of systems thinking into sustainability education across K–12 and higher education. Publications were purposively selected based on conceptual significance, empirical rigor, pedagogical relevance, and contextual diversity, with searches conducted across Web of Science, Scopus, ERIC, and Google Scholar. The analysis identified several recurring instructional patterns, as follows: the use of feedback-loop reasoning to connect scientific and social systems; the role of conceptual modeling and visual representations; and the value of inquiry-based, project-based, and socio-scientific issue frameworks in promoting systems-oriented understanding. Across educational levels, the review highlights consistent evidence that systems thinking can be taught effectively when learning activities scaffold students’ construction of system models, encourage interdisciplinary reasoning, and explicitly address dynamic processes such as accumulation, time delays, and unintended consequences. Case examples from K–12 and teacher education illustrate how visual modeling, simulations, and carefully designed task structures foster deeper understanding of socio-ecological interactions. The review also identifies key implications for curriculum design, teacher professional development, and assessment, emphasizing the need for sustained integration rather than one-time activities. Overall, this synthesis demonstrates that systems thinking is a foundational competency for sustainability education and provides educators with practical frameworks, strategies, and examples for meaningful classroom implementation. The findings underscore the importance of aligning pedagogical design, curricular structures, and assessment practices to cultivate students’ ability to reason about complex systems. Full article
(This article belongs to the Special Issue Supporting Teaching Staff Development for Professional Education)
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15 pages, 289 KB  
Article
Primary and Secondary School Textbooks in Official and Minority Languages in North Macedonia: Challenges of the Digital Era
by Pavel Falaleev
Educ. Sci. 2025, 15(12), 1684; https://doi.org/10.3390/educsci15121684 - 14 Dec 2025
Viewed by 502
Abstract
The article discusses the challenges faced by primary and secondary school students in North Macedonia, focusing on the availability of textbooks for those receiving instruction in minority languages. Although some materials are available for download on the E-učebnici platform operated by the Ministry [...] Read more.
The article discusses the challenges faced by primary and secondary school students in North Macedonia, focusing on the availability of textbooks for those receiving instruction in minority languages. Although some materials are available for download on the E-učebnici platform operated by the Ministry of Education and Science, this does not encompass all didactic resources required for instruction. Cataloging of the materials on the platform reveals that while electronic versions of many textbooks in Macedonian are freely accessible, students studying in Albanian (a co-official language) and minority languages such as Turkish, Bosnian, and Serbian have considerably fewer digital resources. The data indicate that disparities begin from the fifth grade and widen in higher grades, with Bosnian- and Serbian-speaking students particularly disadvantaged. In vocational education, Macedonian-speaking students have the broadest access to electronic materials, while Albanian and especially Turkish speakers have far fewer options, and no digital textbooks are available in Serbian. The analysis demonstrates that a semi-official hierarchy of languages persists within North Macedonia’s educational system, privileging Macedonian and, to a lesser extent, Albanian, while marginalizing other minority languages both institutionally and technologically. The article concludes by outlining the challenges and implications of implementing digital resources as a means to address linguistic inequality in education. Full article
(This article belongs to the Special Issue Innovation and Design in Multilingual Education)
18 pages, 3720 KB  
Article
Embedding Math Problems in Cultural City Tours to Increase Student Engagement and Inclusion
by Fotis Lazarinis
Educ. Sci. 2025, 15(12), 1683; https://doi.org/10.3390/educsci15121683 - 14 Dec 2025
Viewed by 452
Abstract
This paper aims to investigate whether embedding mathematical problems in cultural tours around cities can effectively increase student engagement, enhance knowledge retention, and promote inclusivity among students with varying abilities. First, we present the content development process and then the evaluation process with [...] Read more.
This paper aims to investigate whether embedding mathematical problems in cultural tours around cities can effectively increase student engagement, enhance knowledge retention, and promote inclusivity among students with varying abilities. First, we present the content development process and then the evaluation process with the participation of 78 high school students and six teachers. Quantitative data were collected through pre- and post-tour questionnaires, while qualitative data were gathered through teacher interviews to evaluate engagement, knowledge acquisition, and inclusivity. The results indicate that the pedagogical tours significantly enhance student engagement and foster collaboration among students of different abilities. This study contributes to the development of innovative pedagogical approaches by integrating storytelling, gamification elements, and real-world contexts to make mathematics learning more engaging. Full article
(This article belongs to the Section STEM Education)
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