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Educ. Sci., Volume 15, Issue 2 (February 2025) – 85 articles

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20 pages, 1043 KiB  
Article
Prompting Theory into Practice: Utilizing ChatGPT-4 in a Curriculum Planning Course
by Liat Biberman-Shalev
Educ. Sci. 2025, 15(2), 196; https://doi.org/10.3390/educsci15020196 - 6 Feb 2025
Abstract
As of late, generative AI tools have been rapidly gaining purchase as an important part of life. Thus, one cannot ignore their growing integration into educational landscapes, including teacher education. This qualitative study examines how pre-service teachers (PSTs) leverage ChatGPT-4 to apply constructivist [...] Read more.
As of late, generative AI tools have been rapidly gaining purchase as an important part of life. Thus, one cannot ignore their growing integration into educational landscapes, including teacher education. This qualitative study examines how pre-service teachers (PSTs) leverage ChatGPT-4 to apply constructivist theory in curriculum planning (CP). The findings revealed three approaches through which PSTs used the chatbot to apply theory to practice: (a) simplifying theory, (b) applying theory, and (c) visualizing theory. The findings suggest that the need to refine prompts using curricular language and engaging in creative and critical thinking supported the translation process. In incorporating ChatGPT-4 into their CP, PSTs considered multiple factors, including ideation, inspiration, creativity, reliability, and insufficient personalization—attesting to a balanced perspective on the use of this tool, i.e., recognizing the potential and benefits of utilizing the chatbot, while remaining cognizant of its associated risks and limitations. This study points to aspects of CP using generative AI, which teacher educators should discuss with PSTs. Full article
18 pages, 319 KiB  
Article
The Implications and Applications of Developmental Spelling After Phonics Instruction
by Shane Templeton
Educ. Sci. 2025, 15(2), 195; https://doi.org/10.3390/educsci15020195 - 6 Feb 2025
Abstract
Examining spelling from a developmental perspective began in the 1970s and has broadened over the years. This research has informed understanding of the nature and development of spelling or orthographic knowledge in children and older students and the role of orthographic knowledge in [...] Read more.
Examining spelling from a developmental perspective began in the 1970s and has broadened over the years. This research has informed understanding of the nature and development of spelling or orthographic knowledge in children and older students and the role of orthographic knowledge in reading and writing. Based on analyses of the errors that students make in their writing and on spelling assessments, developmental spelling has documented the acquisition and integration of progressively more complex spelling patterns that represent both sound and meaning and illuminated how this information supports students’ ability to read as well as to write words. Intended for researchers, teacher educators, and teachers of students in grades 3–12, this article describes the layers of the spelling system that developmental spelling research has investigated, and their progressive integration in learners, including those who struggle, from the intermediate through the middle and secondary grades. It addresses the implications of developmental spelling research for assessment and instruction in spelling, word analysis, vocabulary, and the more specific implications of developmental spelling research for aligning instruction across spelling, word analysis, vocabulary, morphology, and etymology. Full article
(This article belongs to the Special Issue Building Literacy Skills in Primary School Children and Adolescents)
17 pages, 296 KiB  
Article
Impact of Artistic Expression on the Development of Entrepreneurial Skills in Secondary Education
by Alejandro Galindo-Durán, Juan Uribe-Toril and Fabián Martínez-Hernández
Educ. Sci. 2025, 15(2), 194; https://doi.org/10.3390/educsci15020194 - 6 Feb 2025
Abstract
This article analyzes the impact of artistic expression on the development of entrepreneurial skills in high school students through an investigation comparing two groups, experimental and control group, in the development of an entrepreneurship project, in which students could incorporate artistic expression tools [...] Read more.
This article analyzes the impact of artistic expression on the development of entrepreneurial skills in high school students through an investigation comparing two groups, experimental and control group, in the development of an entrepreneurship project, in which students could incorporate artistic expression tools for the development and design of their business plan. Through a qualitative and quantitative analysis of the scores obtained from different perspectives (Idea, Design, Presentation, Feasibility and Rating), significant differences have been observed in different parameters between the groups. The results show how the use of artistic expression favors key competencies such as critical thinking, creativity and problem solving, reflected in better ratings in aspects such as feasibility and presentation of the project. The study, carried out over three academic years, shows how the academic grades obtained are slightly higher in the experimental groups than in the control groups. As an analysis methodology, statistical tests such as Student’s t-test and Mann-Whitney U-test as well as an ANOVA analysis have been carried out to reflect the significant differences between the different parameters. The main conclusion is that the incorporation of artistic expression in entrepreneurship education not only enriches the learning process, but also enhances entrepreneurial skills. Full article
10 pages, 185 KiB  
Article
Social and Emotional Learning: Easing the Transition to High School for 2e Learners
by Charles Willis and C. Matthew Fugate
Educ. Sci. 2025, 15(2), 193; https://doi.org/10.3390/educsci15020193 - 6 Feb 2025
Viewed by 6
Abstract
The transition from middle school to high school can be difficult for students as they navigate new environments and teacher expectations. This transition can be particularly difficult for twice-exceptional students who often struggle with the necessary executive functioning skills needed to meet these [...] Read more.
The transition from middle school to high school can be difficult for students as they navigate new environments and teacher expectations. This transition can be particularly difficult for twice-exceptional students who often struggle with the necessary executive functioning skills needed to meet these expectations, as well as their own self-awareness, self-efficacy, and the self-advocacy skills they need to help ease this transition. In this article, we discuss a unique pilot seminar program by the teachers and counselors at a school for twice exceptionality that helps students develop skills and a sense of self that will be beneficial to them, not only during their high school years, but also for their future lives and careers. Full article
(This article belongs to the Special Issue Critical Issues and Practices in Gifted Education)
19 pages, 3722 KiB  
Article
The Role of AI in Historical Simulation Design: A TPACK Perspective on a French Revolution Simulation Design Experience
by Björn Kindenberg
Educ. Sci. 2025, 15(2), 192; https://doi.org/10.3390/educsci15020192 - 6 Feb 2025
Viewed by 183
Abstract
This study explores the integration of generative artificial intelligence (GenAI), specifically ChatGPT, in designing a historical simulation of the French Revolution for eighth-grade students. Using the technological pedagogical content knowledge (TPACK) framework, the research examines how GenAI facilitated and obstructed the creation of [...] Read more.
This study explores the integration of generative artificial intelligence (GenAI), specifically ChatGPT, in designing a historical simulation of the French Revolution for eighth-grade students. Using the technological pedagogical content knowledge (TPACK) framework, the research examines how GenAI facilitated and obstructed the creation of an immersive educational experience, addressing the challenges and opportunities it presents. The study employs an explanatory case study methodology combined with autoethnographic elements, capturing the dynamic interplay between AI tools and educators in the design process. The simulation incorporated faction-based role-playing to engage students in historical decision-making, influenced by both pre-revolutionary and revolutionary events. GenAI played multiple collegial roles in the design process, including as a subject matter expert, game mechanics designer, and content communicator, enhancing efficiency and creativity. However, its limitations—such as unverified information, anachronisms, and biases—necessitated careful consideration, drawing on content matter expertise and knowledge of curriculum and class context. Findings indicate that the effective use of GenAI to assist simulation design requires a robust integration of content knowledge, technological proficiency, and pedagogical strategies within the TPACK framework. The study contributes to emerging research on AI’s role in pedagogical design process, with implications for history education and beyond. Full article
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17 pages, 261 KiB  
Article
The Challenges of Using Large Language Models: Balancing Traditional Learning Methods with New Technologies in the Pedagogy of Sociology
by Živa Kos and Jasna Mažgon
Educ. Sci. 2025, 15(2), 191; https://doi.org/10.3390/educsci15020191 - 6 Feb 2025
Viewed by 133
Abstract
The increasing use of artificial intelligence (hereafter AI) in education, particularly through large-scale language models such as ChatGPT and Bing, offers both challenges and opportunities. These models facilitate interaction in conversations and can perform tasks that require natural language processing, from answering questions [...] Read more.
The increasing use of artificial intelligence (hereafter AI) in education, particularly through large-scale language models such as ChatGPT and Bing, offers both challenges and opportunities. These models facilitate interaction in conversations and can perform tasks that require natural language processing, from answering questions to solving problems. However, their integration into education raises concerns about the credibility and reliability of the information they provide and about the role of the teacher, emphasizing the need for guided use in educational environments. This article contributes to the discourse from the perspective of the pedagogy of sociology, focusing on the role of chatbots in analyzing texts within the social sciences and humanities fields. Our pilot study, conducted with 17 first-year master’s students studying sociology, reveals that while chatbots can optimize the creation of summaries and the provision of basic information, their reliance on sources such as Wikipedia calls into question the depth and impartiality of the content. In addition, students have criticized chatbots for providing biased or inaccurate outputs. A significant part of our research has compared the epistemological and methodological approaches of chatbots with a traditional, independent literature analysis (deep reading), and we found notable differences in learning outcomes. However, a hybrid approach that combines AI tools with conventional methods offers a promising way to improve learning and teaching strategies and can enhance the critical analytical skills that are crucial for future pedagogies. Full article
(This article belongs to the Section Technology Enhanced Education)
15 pages, 474 KiB  
Article
Game-Based Learning to Promote Clinical Reasoning: An Innovative Educational Proposal in Pediatric Dentistry
by Nicoletta Zerman, Roberta Silva, Elisa Bonfadelli, Susanna Puecher, Gianna Marogna, Rachele De’Manzoni, Marinella Beccherle and Luigina Mortari
Educ. Sci. 2025, 15(2), 190; https://doi.org/10.3390/educsci15020190 - 5 Feb 2025
Viewed by 218
Abstract
Pediatric dentistry requires different professional knowledge and skills, including technical and analytical thinking skills, essential for deep clinical reasoning. To analyze the students’ awareness of their cognitive processes when solving clinical problems, a qualitative and inductive study with second and fifth year students [...] Read more.
Pediatric dentistry requires different professional knowledge and skills, including technical and analytical thinking skills, essential for deep clinical reasoning. To analyze the students’ awareness of their cognitive processes when solving clinical problems, a qualitative and inductive study with second and fifth year students in the Degree Course in Dentistry and Dental Prosthetics at the University of Verona was conducted. Adopting a phenomenological approach, it focused on participants’ lived experiences, gathering their reflections on solving clinical problems through two structured questions. The data, analyzed using content analysis, revealed that sometimes students focused on operational steps rather than reflecting on them, and underscored the necessity of innovating university teaching methods to enhance reflective moments. To respond to this need, a literature review was conducted, underscoring the value of active learning in innovating dentistry education. Accordingly, a game-based learning activity was elaborated: a dental-themed adaptation of the games where you guess an image without using certain predetermined words. Its goal is to create an interactive and engaging environment that facilitates sharing and reflection, challenging students to apply their competencies to practical scenarios. Finally, our research identified students’ educational needs to develop teaching strategies that shape their reflective process in clinical reasoning so as to be more deliberate and conscious. Full article
(This article belongs to the Section Higher Education)
16 pages, 476 KiB  
Article
Supporting Early Childhood Preservice Teachers to Effectively Integrate STEM in Their Future Teaching Practice
by Sarika Kewalramani, Anamika Devi and Andrea Ng
Educ. Sci. 2025, 15(2), 189; https://doi.org/10.3390/educsci15020189 - 5 Feb 2025
Viewed by 159
Abstract
I t is critical that teachers are equipped with Science, Technology, Engineering and Mathematics (STEM) skills and knowledge as we move into a digital future. By integrating STEM into early childhood education, we can provide young children with invaluable opportunities to build their scientific [...] Read more.
I t is critical that teachers are equipped with Science, Technology, Engineering and Mathematics (STEM) skills and knowledge as we move into a digital future. By integrating STEM into early childhood education, we can provide young children with invaluable opportunities to build their scientific knowledge from the very start, setting them up for success in their later STEM educational journeys. However, many educators within early childhood settings find it challenging to create engaging STEM-based activities for young children. Unfortunately, there is a scarcity of information on how teacher educators can support preservice teachers in developing their STEM competence. This study examined the perspectives of early childhood preservice teachers (PSTs) regarding their confidence and pedagogical content knowledge (PCK) in integrating STEM into their teaching practice. Utilising a qualitative multi-case study approach, semi-structured interviews with 11 PSTs and a document analysis of their assignment tasks and teaching artefacts were conducted to deepen our understanding of PCK skills. Data were analysed using Bryman’s thematic analysis, revealing key themes through a narrative analysis of PSTs’ responses. Several crucial themes emerged, with PSTs acknowledging that embedding STEM content into both theoretical classwork and practical placement significantly enhanced their content knowledge and confidence when teaching STEM in early childhood settings. It is essential for future research to explore and expand university–preschool partnerships to create immersive STEM experiences that benefit preservice teachers and future in-service teachers in this field. Full article
(This article belongs to the Special Issue STEM+C for Kids: Innovations in Pre-school and Primary Education)
16 pages, 620 KiB  
Article
Factors Influencing Students’ Performance in University Mathematics Courses: A Structural Equation Modelling Approach
by Moeketsi Mosia, Felix O. Egara, Fadip A. Nannim and Moses Basitere
Educ. Sci. 2025, 15(2), 188; https://doi.org/10.3390/educsci15020188 - 5 Feb 2025
Viewed by 213
Abstract
This study examined the predictive relationships between Grade 12 National Senior Certificate (NSC) Mathematics results (representing students’ academic preparation at the secondary school level), university mathematics credits (indicating students’ progress in mathematics-related university courses), gender, and socioeconomic status (SES, measured by school quintile [...] Read more.
This study examined the predictive relationships between Grade 12 National Senior Certificate (NSC) Mathematics results (representing students’ academic preparation at the secondary school level), university mathematics credits (indicating students’ progress in mathematics-related university courses), gender, and socioeconomic status (SES, measured by school quintile and family income) on student performance in specific university mathematics courses. The endogenous construct, student performance in university mathematics courses, was assessed using final grades from three courses representing progressive levels of mathematical complexity. Previous research had often evaluated these factors in isolation, leaving gaps in understanding how they collectively influenced academic success in South African higher education. Participants were selected using stratified random sampling to ensure representation across diverse socioeconomic backgrounds and genders. Data collection relied on institutional records for NSC Mathematics results, university mathematics credits, and course grades. SES information was gathered using surveys capturing school quintile and family income data. Structural equation modelling (SEM), specifically the covariance-Based SEM approach, was employed to analyse these variables’ direct and indirect effects on student performance. The analysis was conducted using the lavaan package in R, enabling the simultaneous assessment of multiple variables and offering a comprehensive understanding of their interrelationships. Results indicated that NSC Mathematics results and university mathematics credits were significant predictors of student success. Additionally, gender and SES were found to moderate these relationships, with performance disparities observed. The findings emphasised the need for a multi-dimensional approach to predicting and supporting student success in university mathematics. Recommendations included the implementation of targeted interventions, such as academic assistance programmes and policy initiatives, to ensure that all students have equitable access to resources and opportunities. Full article
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23 pages, 2053 KiB  
Article
A Proposed MIMIC Structural Equation Model for Assessing Factors Affecting Time to Degree—The Case of the Greek Tertiary System
by Dimitrios Kalamaras, Laura Maska and Fani Nasika
Educ. Sci. 2025, 15(2), 187; https://doi.org/10.3390/educsci15020187 - 5 Feb 2025
Viewed by 231
Abstract
Using a structural equation modeling approach, this study has attempted to untangle the underlying pathways on how students’ demographics and pre-college characteristics that reflect academic preparation, combined with major factors formulated in the university environment, affect time to degree. It does so by [...] Read more.
Using a structural equation modeling approach, this study has attempted to untangle the underlying pathways on how students’ demographics and pre-college characteristics that reflect academic preparation, combined with major factors formulated in the university environment, affect time to degree. It does so by developing and evaluating a conceptual framework whereupon time to degree is associated with specific observed or latent factors. A properly tailored Multiple Indicator Multiple Causes SEM was used for evaluating the hypotheses made on a sample of 1137 graduates which came from a Greek University of Social and Political Science, Athens, Greece. AMOS and LISREL packages were used for the analysis. The results reveal interesting direct and indirect relationships of the various predictor variables with time to degree. In particular, the great contribution of student performance and academic integration to time to graduation has been highlighted. However, the contribution of the pre-university features is also worthy of attention. Full article
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30 pages, 7049 KiB  
Review
Curriculum, Pedagogy, and Teaching/Learning Strategies in Data Science Education
by Cecilia Avila-Garzon and Jorge Bacca-Acosta
Educ. Sci. 2025, 15(2), 186; https://doi.org/10.3390/educsci15020186 - 5 Feb 2025
Viewed by 290
Abstract
Data science education is an interdisciplinary and multidisciplinary field, with curricula continually evolving to meet societal needs. This paper aims to report a bibliometric analysis focused on the pedagogical aspects and teaching/learning strategies employed in data science curriculum design, emphasizing contributions from key [...] Read more.
Data science education is an interdisciplinary and multidisciplinary field, with curricula continually evolving to meet societal needs. This paper aims to report a bibliometric analysis focused on the pedagogical aspects and teaching/learning strategies employed in data science curriculum design, emphasizing contributions from key authors, publication sources, affiliations, content, and cited documents. The analysis draws on metadata from documents published over a 20-year period (2005–2024), encompassing a total of 1245 documents sourced from the Scopus scientific database. Additionally, a scoping review of 20 articles was conducted to identify key skills, topics, and courses in data science education. The findings reveal a growing interest in the field, with an increasingly multidisciplinary and interdisciplinary approach. Advances in artificial intelligence and related topics, such as linked data, the semantic web, ontologies, and machine learning, are shaping the development of data science curricula. The main challenges in data science education include the creation of up-to-date and competitive curricula, integrating data science training at early educational stages (K-12, secondary schools, pre-collegiate), leveraging data-driven technologies, and defining the profile of a data scientist. Furthermore, the availability of vast amounts of open, linked, and restricted data, along with advancements in data-driven technologies, is significantly influencing research in the field of data science education. Full article
(This article belongs to the Special Issue Theory and Research in Data Science Education)
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16 pages, 493 KiB  
Article
Leadership Practices That Enable and Constrain Retention in Early Childhood Education and Care Settings in Australia
by Suzanne Garrett and Leanne Gibbs
Educ. Sci. 2025, 15(2), 185; https://doi.org/10.3390/educsci15020185 - 5 Feb 2025
Viewed by 234
Abstract
Australia’s early childhood education and care (ECEC) sector is in crisis, with educator job tenure decreasing and workforce supply threatened. Despite worsening retention rates, many highly skilled educators remain and thrive within ECEC settings, ensuring strong relationships and positive outcomes for children. While [...] Read more.
Australia’s early childhood education and care (ECEC) sector is in crisis, with educator job tenure decreasing and workforce supply threatened. Despite worsening retention rates, many highly skilled educators remain and thrive within ECEC settings, ensuring strong relationships and positive outcomes for children. While research has uncovered the complex organisational factors contributing to workforce retention, the leadership’s influence on educator retention remains under-researched. This paper describes a small-scale Australian qualitative study of ECEC leaders and educators using a social constructivist lens. The present study explored how positional leaders in two high-quality ECEC sites enabled educator retention, considering the perspectives of leaders and educators. Data from semi-structured interviews were analysed using the theory of practice architectures to uncover the practices and practice architectures that enable and constrain retention. This research discovered six key practices of leaders. These six practices were flexible approaches to managing individuals, proactive approaches to creating and building professional relationships with educators, prioritising educators’ professional growth, positioning themselves to enable educators’ practice, creating cohesive teams, and valuing educators and their work. The practices of leaders and practice architectures illuminated in this study may be employed by organisations in the sector to support the retention of educators. Full article
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13 pages, 269 KiB  
Article
Predictors of Psychological Burnout Among Jordanian University Students: Multicenter Cross-Sectional Study
by Othman A. Alfuqaha, Randah O. Barakat, Uday M. Al-masarwah, Dua’a A. Aladwan and Ayman O. Baniamer
Educ. Sci. 2025, 15(2), 184; https://doi.org/10.3390/educsci15020184 - 5 Feb 2025
Viewed by 314
Abstract
(1) Background: Psychological burnout (BO) is one of the most significant challenges faced by university students. This study aimed to explore the perceived levels of BO, psychological resilience (PR), and psychological hardiness among university students in Jordan. It also investigated the factors that [...] Read more.
(1) Background: Psychological burnout (BO) is one of the most significant challenges faced by university students. This study aimed to explore the perceived levels of BO, psychological resilience (PR), and psychological hardiness among university students in Jordan. It also investigated the factors that may contribute to psychological BO. (2) Methods: Using a cross-sectional design, a total of 1219 university students (female = 933 (76.5%), male = 286 (23.5%)) were conveniently selected from four universities (two public and two private) to represent the study sample. (3) Results: Results found that 40.39% of university students had severe psychological BO levels, although most of them had acceptable PR (92.74%) and hardiness (83.7%) levels. Unmarried students at public universities, medical schools, and fourth-year students or beyond showed higher levels of psychological BO than any other category. A negative correlation (p < 0.05) was observed among psychological BO and both perceived PR and hardiness variables. Additionally, a positive correlation was found between perceived PR and psychological hardiness. Significant contributions of hardiness, university type, and academic year to BO were detected, with a variance of 29.7%. (4) Conclusions: Academic teachers and policymakers should tackle this problem among university students to help alleviate the different sources of stressors in university life. Full article
17 pages, 9227 KiB  
Article
The Development of a Train-the-Trainer Approach in Reciprocal Reading Instruction in England’s Primary Schools
by Maria Cockerill, Joanne O’Keeffe, Allen Thurston, Canan Ozkaya, Joanne Holland and Andy Taylor
Educ. Sci. 2025, 15(2), 183; https://doi.org/10.3390/educsci15020183 - 5 Feb 2025
Viewed by 326
Abstract
There is good evidence that targeted reciprocal reading instruction for struggling readers can lead to attainment gains in reading for children aged 9–12 years in England using the FFT Reciprocal Reading instruction programme when training is delivered by the programme developer. However, for [...] Read more.
There is good evidence that targeted reciprocal reading instruction for struggling readers can lead to attainment gains in reading for children aged 9–12 years in England using the FFT Reciprocal Reading instruction programme when training is delivered by the programme developer. However, for programme scale-up, a train-the-trainer delivery approach is required. This study reports the development of a train-the-trainer delivery approach during a Phase-1 pilot to enable the programme’s delivery at greater scale. During the pilot, five trainers were trained to cascade training to 16 English primary schools, which implemented the programme with 217 children. The train-the-trainer approach developed used a workshop and cascade model recommended by both health and education sectors. Trainer and school staff perception feedback was collected during the development process, and independently designed standardised reading tests were used to explore children’s progress during the pilot. Feedback suggests that the train-the-trainer approach developed is implementable in schools, including observable pupil progress in reading. This train-the-trainer delivery approach should now be tested using RCT methodology. Full article
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20 pages, 1120 KiB  
Article
Exploring Simulated Practice in Teacher Education: Opportunities to Professionalize the Teacher Role
by Toril Aagaard, Agnete Bueie and Jo Inge Johansen Frøytlog
Educ. Sci. 2025, 15(2), 182; https://doi.org/10.3390/educsci15020182 - 4 Feb 2025
Viewed by 637
Abstract
In Norway, as in many other countries worldwide, student teachers often report a lack of coherence between their practice experiences and the teacher training provided on campus. For example, student teachers request more practice-relevant campus training on themes like parent–teacher conferences. Employers worldwide [...] Read more.
In Norway, as in many other countries worldwide, student teachers often report a lack of coherence between their practice experiences and the teacher training provided on campus. For example, student teachers request more practice-relevant campus training on themes like parent–teacher conferences. Employers worldwide expect universities to prepare graduates to innovate practices. This empirical article addresses these challenges by engaging student teachers in simulation-based practice designs (SPDs), which include a class brief, group sessions with simulated parent–teacher conferences, and a debrief. The students are encouraged to act with agency and approach the simulated situations critically. Overall, this study shows that students are highly engaged and task-oriented across SPDs. The survey data (n = 39) show that students perceive the simulation experiences as relevant preparation for their future practice. Audio recordings (215 min) and field notes indicate that they are triggered to critically reflect on and generate ideas for addressing challenges in the simulated situations. There are instances of linking theory with practice, and even some “thinking outside the box”. SPDs provide valuable opportunities to professionalize the teacher role but could benefit from more support and time to bridge the gap between theory and practice and encourage more innovative thinking. Full article
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17 pages, 433 KiB  
Article
Leadership for Educational Inclusion: Design and Validation of a Measurement Instrument
by Daniela Zúñiga, Gamal Cerda and Claudio Bustos Navarrete
Educ. Sci. 2025, 15(2), 181; https://doi.org/10.3390/educsci15020181 - 4 Feb 2025
Viewed by 239
Abstract
This article addresses the validation of an instrument designed to measure organizational leadership practices for inclusion and evaluates the said instrument’s factorial structure and convergent validity. This work responds to the need for quantitative tools to assess how school principals promote inclusion, in [...] Read more.
This article addresses the validation of an instrument designed to measure organizational leadership practices for inclusion and evaluates the said instrument’s factorial structure and convergent validity. This work responds to the need for quantitative tools to assess how school principals promote inclusion, in recognition of its importance for guaranteeing student access to an equitable quality education at all levels, from early childhood education through high school. The above-referenced instrument was developed based on a comprehensive literature review and consultations with experts, resulting in a 36-item scale structured in six key dimensions: D1: Professional Development; D2: Inclusive Vision; D3: Support for the Teaching–Learning Process; D4: Building Networks; D5: Participation and Dialog, and D6: Resource Management. The validation process included a confirmatory factor analysis that supported the existence of a hierarchical structure of a general factor of leadership for inclusion that determines the aforementioned key dimensions, with adequate fit indices (χ2(588) = 1694.624, p < 0.001, CFI = 0.945, TLI = 0.941, RMSEA = 0.060, SRMR = 0.034) and high internal consistency in the general scale (α = 0.98, Ω = 0.96). In terms of convergent validity, the instrument showed significant and consistent correlations with related constructs such as teacher self-efficacy and pedagogical leadership. This study highlights the importance of leadership for inclusion as a central element of fostering participation and learning in diverse school contexts, by providing a reliable tool for continuous improvement of the school management team’s performance of its functions. Also, it is important input for education policymakers charged with formulating student equity, who recognize the enhanced well-being and active participation in the social environment that result from the greater inclusion of students in their educational communities. Full article
21 pages, 279 KiB  
Article
Leveling up Learning: Enhancing Self-Directed Learning in Computer Applications Technology with Classcraft
by J. H. Stoltz, Byron Bunt and Sukie van Zyl
Educ. Sci. 2025, 15(2), 180; https://doi.org/10.3390/educsci15020180 - 4 Feb 2025
Viewed by 254
Abstract
This study explores how gamification can be incorporated when facilitating theoretical content in Computer Applications Technology (CAT) to promote self-directed learning of Generation Z learners. The CAT curriculum consists of practical and theoretical content, and Generation Z learners tend to perceive theoretical content [...] Read more.
This study explores how gamification can be incorporated when facilitating theoretical content in Computer Applications Technology (CAT) to promote self-directed learning of Generation Z learners. The CAT curriculum consists of practical and theoretical content, and Generation Z learners tend to perceive theoretical content as less engaging and less stimulating. The dynamic nature of CAT, however, requires CAT learners to be self-directed learners who take ownership of their learning and are motivated and engaged in learning both the practical and theoretical components. A basic interpretive study, within an interpretivist paradigm, was applied as the research design. Purposive sampling was utilized, and 106 CAT learners at a South African high school participated in the research. A traditional teacher-centered approach was first followed to facilitate theoretical content. Thereafter, gamification with Classcraft was applied as an intervention. Data collection was performed by implementing post-open-ended questionnaires and focus group interviews. Results indicate that Generation Z learners crave instant gratification and lack skills such as self-motivation and critical thinking. A teacher-centered approach was found unsuitable for facilitating theoretical content to Generation Z learners. Gamification has the potential to entice Generation Z learners from different socioeconomical and cultural backgrounds to experience theoretical content in a more engaging and enjoyable manner and foster self-directed learning. Full article
21 pages, 241 KiB  
Article
An Evaluation of the Attainment Gaps in State Schools in England: Evidence from Next Steps’ Age 25 Sweep Dataset
by Xin Shao and Binwei Lu
Educ. Sci. 2025, 15(2), 179; https://doi.org/10.3390/educsci15020179 - 4 Feb 2025
Viewed by 329
Abstract
This paper evaluates the higher education (HE) admissions policy by examining the educational attainment gaps in state schools of young people from different socio-economic backgrounds in England. We analysed data for a cohort of 5192 state-educated young people from the large-scale nationally representative [...] Read more.
This paper evaluates the higher education (HE) admissions policy by examining the educational attainment gaps in state schools of young people from different socio-economic backgrounds in England. We analysed data for a cohort of 5192 state-educated young people from the large-scale nationally representative longitudinal Next Steps dataset from 2004 to 2015, linked to the robust administrative National Pupil Database (NPD) for England. The analytical methods used include effect sizes and correlations. The results show a clear pattern of the socio-economic stratification of young people’s educational attainment. Pupil deprivation is a key indicator which is consistently associated with lower educational attainment. While this is not surprising, our study also suggests that there are other factors besides the family backgrounds which are associated with young people’s educational outcomes. Pupils’ enjoyment of school, their educational aspirations, and their parent’s aspirations for their children are found to have a positive correlation with attainment at school, suggesting that educational aspirations and positive school experiences might contribute to a narrowing of deprivation-related gaps. As the analyses also suggest that young people who went to university and those in professional occupations consistently achieved higher academic performance than their peers, the findings have policy implications for improving social mobility. While it is not possible to alter parents’ socioeconomic backgrounds, raising children’s aspirations and making school enjoyable are amenable to policies and interventions. The common practice of using academic attainment as a selection criterion for admission to HE is likely to disadvantage children from low socioeconomic families, with implications for social mobility. The contextualised admission (CA) policy should lead to fairer approaches, which could be used for admissions to HE. Full article
(This article belongs to the Special Issue Evaluation of Education Programmes and Policies)
18 pages, 294 KiB  
Article
Personalised Writing in Centralised Curriculum: Critical Gaps in New South Wales Stage 1 English Units
by Deb Brosseuk and Phillip Poulton
Educ. Sci. 2025, 15(2), 178; https://doi.org/10.3390/educsci15020178 - 3 Feb 2025
Viewed by 464
Abstract
Curriculum reform in New South Wales (NSW), Australia, emphasises the need for change, arguing that current educational arrangements must better meet children’s future needs. A key recommendation advocates for greater flexibility in teaching and learning to support personalisation, addressing the wide variation in [...] Read more.
Curriculum reform in New South Wales (NSW), Australia, emphasises the need for change, arguing that current educational arrangements must better meet children’s future needs. A key recommendation advocates for greater flexibility in teaching and learning to support personalisation, addressing the wide variation in children’s learning needs. This qualitative study critically examines four Stage 1 narrative writing units, focusing on whether personalised writing practices—such as opportunities for scaffolding and feedback, choice in writing topics, and flexibility in pacing—are embedded in these centralised curriculum materials. Drawing on Bernstein’s theoretical concept of framing, we analyse the extent to which these practices are integrated into the units. Our analysis reveals a predominance of strong framing, characterised by tightly controlled writing organisation, limited topic choices, and rigid pacing. These constraints offer few opportunities for personalisation. This study highlights critical gaps in the Stage 1 narrative writing units, suggesting that without critical adaptation by teachers, these units risk perpetuating ineffective writing instruction and hindering children’s writing development. This study calls for further research into the impact of centralised curriculum materials on teachers’ writing instruction and the development of children’s writing knowledge and skills, with a particular focus on how personalisation can be integrated within these units to improve writing outcomes for all children. Full article
18 pages, 955 KiB  
Article
Bayesian Hierarchical Modelling of Student Academic Performance: The Impact of Mathematics Competency, Institutional Context, and Temporal Variability
by Moeketsi Mosia, Felix O. Egara, Fadip A. Nannim and Moses Basitere
Educ. Sci. 2025, 15(2), 177; https://doi.org/10.3390/educsci15020177 - 3 Feb 2025
Viewed by 490
Abstract
This study explores the multifaceted factors influencing academic performance among undergraduate students enrolled in Science, Technology, Engineering, and Mathematics (STEM) programs at a South African university. Employing a Bayesian hierarchical modelling approach, this research analyses data from 630 students collected over four academic [...] Read more.
This study explores the multifaceted factors influencing academic performance among undergraduate students enrolled in Science, Technology, Engineering, and Mathematics (STEM) programs at a South African university. Employing a Bayesian hierarchical modelling approach, this research analyses data from 630 students collected over four academic years (2019–2023). The findings indicate that high school mathematics marks and progression rates serve as significant predictors of academic success, confirming the critical role of foundational mathematical skills in enhancing university performance. Interestingly, gender and age were found to have no statistically significant impact on academic outcomes, suggesting that these factors may be less influential in this context. Additionally, socio-economic status, represented by school quintiles, emerged as a substantial determinant of performance, highlighting disparities faced by students from disadvantaged backgrounds. The results underscore the necessity for targeted educational interventions aimed at bolstering the academic capabilities of students entering university, particularly those with weaker mathematics backgrounds. Furthermore, the study advocates for a holistic admissions approach that considers various attributes beyond standardized scores. These insights contribute to the existing literature on STEM education and provide practical recommendations for educators and policymakers aiming to foster equitable academic success among all students. Full article
(This article belongs to the Section Higher Education)
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11 pages, 372 KiB  
Systematic Review
Faculty Development Interventions in Medical Education During the COVID-19 Pandemic: A Systematic Review
by Hengameh Karimi and Sarwar Khawaja
Educ. Sci. 2025, 15(2), 176; https://doi.org/10.3390/educsci15020176 - 3 Feb 2025
Viewed by 357
Abstract
The onset of the COVID-19 pandemic in March 2020 began a series of disruptions that rapidly impacted medical education across the globe. This review collates current literature that relates to medical education faculties’ development interventions as a result of the pandemic, with an [...] Read more.
The onset of the COVID-19 pandemic in March 2020 began a series of disruptions that rapidly impacted medical education across the globe. This review collates current literature that relates to medical education faculties’ development interventions as a result of the pandemic, with an emphasis on the effectiveness and type of strategies for intervention, such as the usefulness of hybrid and digitalised education. The study used PRISMA guidelines when conducting the literature survey with specified inclusion and exclusion criteria across numerous academic databases. From this survey, 1158 articles were found. The EndNote programme was used to identify and remove duplicate pieces. From this, 479 abstracts were reviewed. A total of 36 articles were selected for their relevance; from this, 11 were deemed to have met the inclusion criteria to warrant full-text analysis. To identify bias risk in these 11 studies, the Newcastle–Ottawa Scale (NOS) was utilised. The study findings have two major themes: (1) information about faculty development interventions; and (2) the nature of articles written in the pandemic. From this, it was indicated that faculty development initiatives are useful for improving teachers’ competency and for enhancing teachers’ adoption of digitalised learning to ultimately bolster the resilience of their teaching. The findings also show that there is a strong need to have robust frameworks in place for faculty development, and that such frameworks must be followed in and beyond the pandemic period to improve the long-term incorporation of online learning into medical education. Full article
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13 pages, 608 KiB  
Article
Bridging Intellectual Traditions Through a Bi/Multi-Cultural Intellectual Mind
by Yuting Shen and Rui Yang
Educ. Sci. 2025, 15(2), 175; https://doi.org/10.3390/educsci15020175 - 2 Feb 2025
Viewed by 412
Abstract
This article examines why and how scholars could bridge intellectual traditions in research by developing the notion of “a bi/multi-cultural intellectual mind”. It begins with outlining the historical emergence of Western-centric dominance in global academia and its consequential unequal worldwide knowledge flows. Drawing [...] Read more.
This article examines why and how scholars could bridge intellectual traditions in research by developing the notion of “a bi/multi-cultural intellectual mind”. It begins with outlining the historical emergence of Western-centric dominance in global academia and its consequential unequal worldwide knowledge flows. Drawing on elements from the model of bicultural competence, including attitudes, knowledge, skills, and behaviors, this study suggests research directions for examining individual scholars to bridge intellectual traditions. It emphasizes that individual efforts can bridge intellectual traditions in research truly effectively. This article then highlights research pathways of examining intermediaries in global intellectual history, who successfully navigate Euro-American and their own intellectual traditions. In doing so, it proposes an analytical framework for the study of a bi/multi-cultural intellectual mind. Finally, this study calls for diverse and inclusive approaches to research on bridging intellectual traditions, while encouraging an equal dialogue between Euro-American and other intellectual traditions in the global higher education landscape. Full article
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27 pages, 2759 KiB  
Article
Redesigning Assessments for AI-Enhanced Learning: A Framework for Educators in the Generative AI Era
by Zuheir N. Khlaif, Wejdan Awadallah Alkouk, Nisreen Salama and Belal Abu Eideh
Educ. Sci. 2025, 15(2), 174; https://doi.org/10.3390/educsci15020174 - 2 Feb 2025
Viewed by 793
Abstract
The emergence of generative artificial intelligence (Gen AI) in education offers both opportunities and challenges, particularly in the context of student assessment. This study examines faculty members’ motivations to redesign assessments for their courses in the Gen AI era and introduces a framework [...] Read more.
The emergence of generative artificial intelligence (Gen AI) in education offers both opportunities and challenges, particularly in the context of student assessment. This study examines faculty members’ motivations to redesign assessments for their courses in the Gen AI era and introduces a framework for this purpose. A qualitative methodology was employed, gathering data through semi-structured interviews and focus groups, along with examples of redesigned assessments. Sixty-one faculty members participated in the study, and the data were analyzed using both deductive and inductive thematic approaches. Key motivations for redesigning assessments included maintaining academic integrity, preparing learners for future careers, adapting to technological advancements, and aligning with institutional policies. However, the study also highlighted significant challenges, such as the need for professional development and addressing equity and accessibility concerns. The findings identified various innovative assessment approaches tailored to the requirements of the Gen AI era. Based on these insights, the study developed a conceptual framework titled “Against, Avoid, Adopt, and Explore”. Future research is needed to validate this framework and further refine its application in educational contexts. Full article
(This article belongs to the Section Higher Education)
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12 pages, 960 KiB  
Article
Motivation for Participation in Civil Wind Bands: Contributions for Non-Formal Educational Contexts
by José Cidade, Alexandra Sá Costa and João Caramelo
Educ. Sci. 2025, 15(2), 173; https://doi.org/10.3390/educsci15020173 - 2 Feb 2025
Viewed by 375
Abstract
Portuguese civil wind bands have operated as voluntary, non-profit organisations since the 19th century and serve as presentational and communal platforms for amateur music-making. Their core mission centres on providing music instruction and practical training for amateur musicians. This study examines the motivational [...] Read more.
Portuguese civil wind bands have operated as voluntary, non-profit organisations since the 19th century and serve as presentational and communal platforms for amateur music-making. Their core mission centres on providing music instruction and practical training for amateur musicians. This study examines the motivational factors driving adult musicians’ participation in civil wind bands. The research involved 617 adult wind band musicians nationwide who completed an online questionnaire. The findings indicate that fellowship consistently ranks as the primary motivator for participation, regardless of gender, age, and formal music education level. Musicianship emerged as the second most influential factor, with younger and older musicians placing substantial value on personal musical growth. Conversely, conductor leadership was the least important motivator, particularly among older musicians and those with higher levels of formal music training. These findings highlight the multidimensional nature of motivations for sustained participation in civil wind bands. The implications suggest that music directors and organisational managers can leverage insights from motivational studies to foster inclusive, self-rewarding, and intergenerational participation. Full article
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16 pages, 395 KiB  
Systematic Review
A Systematic Review of Technology Integration in Developing L2 Pragmatic Competence
by Xuedan Qi and Zhuo Chen
Educ. Sci. 2025, 15(2), 172; https://doi.org/10.3390/educsci15020172 - 1 Feb 2025
Viewed by 415
Abstract
A growing body of research has explored how technology can enhance the development of pragmatic competence in a second language (L2). This systematic review synthesizes 37 empirical studies published between 2015 and 2024, focusing on various technological applications such as computer-mediated communication (CMC), [...] Read more.
A growing body of research has explored how technology can enhance the development of pragmatic competence in a second language (L2). This systematic review synthesizes 37 empirical studies published between 2015 and 2024, focusing on various technological applications such as computer-mediated communication (CMC), interactive automated dialogues, virtual environments, and digital games. The analysis highlights that these tools promote pragmatic development by providing authentic or semi-authentic interaction, contextualized learning, and personalized practices. Meanwhile, the review also uncovers key challenges from both technological constraints and individual dimensions. Based on the findings, this review suggests several directions for future research. Further studies should adopt longitudinal, multimodal, and socially situated approaches, explore emerging generative AI technologies, and examine the interaction between individual learner differences and technological affordances to increase understanding of this evolving field. Full article
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5 pages, 151 KiB  
Editorial
Advancing Understanding of the Complexities of Niceness in Educational Leadership: Unpacking Contexts, Complicity, and the Harms of Niceness
by Cynthia D. Villarreal, Lauren R. Contreras and Angelina E. Castagno
Educ. Sci. 2025, 15(2), 171; https://doi.org/10.3390/educsci15020171 - 1 Feb 2025
Viewed by 432
Abstract
Niceness is deeply woven into the fabric of American educational institutions [...] Full article
(This article belongs to the Special Issue Niceness, Leadership and Educational Equity)
20 pages, 1054 KiB  
Review
Assistive Technology and Alternative and Augmentative Communication Options in the Language Skills Development of Students with Specific Learning Disorders
by Cristina Dumitru
Educ. Sci. 2025, 15(2), 170; https://doi.org/10.3390/educsci15020170 - 1 Feb 2025
Viewed by 591
Abstract
The use of augmented reality, assistive technology (AT), and augmentative and alternative communication (AAC) offers a promising opportunity to significantly enhance the general reading abilities of students with specific learning disorders (SLDs) by providing effective learning tools. This study aimed to assess students’ [...] Read more.
The use of augmented reality, assistive technology (AT), and augmentative and alternative communication (AAC) offers a promising opportunity to significantly enhance the general reading abilities of students with specific learning disorders (SLDs) by providing effective learning tools. This study aimed to assess students’ learning experiences to understand the effectiveness of AT and AAC in language skills development and identify the AT tools and devices commonly used in classroom settings, with the goal of better informing practitioners. A systematic literature review was conducted across various databases, resulting in the inclusion of 22 relevant articles, focusing on multiple implications of AT and AAC. Common factors associated with the implementation of AT in teaching students with SLDs were identified, and a thematic analysis revealed recurring patterns regarding the impact of AT solutions on students with SLDs. The findings indicate notable improvements in language skills among students with SLDs, including vocabulary, spelling, orthography, phonological awareness, and reading comprehension. However, two studies reported limited effects or no effects on language skills, self-efficacy, and self-esteem. This review shows that AT and AAC effectively support language skills development and outcomes for students with SLDs. Nevertheless, given the limited number of studies and the complexity of the factors explored, these conclusions should be interpreted with caution. Full article
(This article belongs to the Special Issue Innovative Practices for Students with Learning Disabilities)
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26 pages, 943 KiB  
Article
Solving STEM-Relevant Problems: A Study with Prospective Primary School Teachers
by Sofia Morgado, Laurinda Leite, Luís Dourado and Paulo Varela
Educ. Sci. 2025, 15(2), 169; https://doi.org/10.3390/educsci15020169 - 1 Feb 2025
Viewed by 400
Abstract
Solving a problem requires and promotes a diversity of competencies, which include conceptual knowledge, technical and methodological knowledge, and transversal competencies. Everyday STEM-relevant problems are contextualized, ill structured, and multidisciplinary in nature. By focusing on daily life issues, they promote students’ engagement in [...] Read more.
Solving a problem requires and promotes a diversity of competencies, which include conceptual knowledge, technical and methodological knowledge, and transversal competencies. Everyday STEM-relevant problems are contextualized, ill structured, and multidisciplinary in nature. By focusing on daily life issues, they promote students’ engagement in the problem-solving process and enable them to perceive how science relates to their lives. This paper aims to characterize the processes followed by prospective primary school teachers when solving three STEM-relevant problems that have different features. The qualitative analysis of 77 participants’ answers showed that complete problem-solving pathways were one among a variety of other paths identified. Most strategies adopted by the participants led them to ignore the contextual conditions of the problem and to reach solutions that did not attend to them. The affective relationship with the object may increase the problem solver’s tendency to ignore the contextual conditions, but this issue deserves further research. The results shed some light on the features of the problems that teacher educators should select if they wish for their prospective teachers to learn and succeed in solving everyday STEM-relevant issues. This is required to promote their future students’ engagement in problem-based learning processes. Full article
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20 pages, 459 KiB  
Systematic Review
Business Simulation Games for the Development of Decision Making: Systematic Review
by Alexander Velez and Rebeca Kerstin Alonso
Educ. Sci. 2025, 15(2), 168; https://doi.org/10.3390/educsci15020168 - 31 Jan 2025
Viewed by 487
Abstract
Business simulation games (BSGs) are considered a useful instructional tool to be implemented in the classroom, especially in light of new trends in education. The key components of the paradigm are BSGs and Decision Making (DM), as the latter is often essential to [...] Read more.
Business simulation games (BSGs) are considered a useful instructional tool to be implemented in the classroom, especially in light of new trends in education. The key components of the paradigm are BSGs and Decision Making (DM), as the latter is often essential to a high-quality education. Thus, over the last 10 years, efforts to find possible methods to enhance BSG learning experiences for the development of DM in higher education have increased. The goals of this article were to examine the effect of BSGs on students’ DM at university, and to identify the elements that can be developed in the BSG learning experience to promote DM. Following PRISMA criteria, a systematic review was carried out using Scopus, Web of Science, and ProQuest. A total of 13 of the 2897 papers that were first discovered underwent a comprehensive review, with all conclusions and findings subjected to analysis. Following implementation, the majority of the BSG learning experiences enhanced DM results. In summary, a few key elements have been highlighted that must be followed to ensure the BSG learning experience helps students foster their DM. Full article
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17 pages, 476 KiB  
Article
Acceptance of Pre-Service Teachers Towards Artificial Intelligence (AI): The Role of AI-Related Teacher Training Courses and AI-TPACK Within the Technology Acceptance Model
by Isabell Runge, Florian Hebibi and Rebecca Lazarides
Educ. Sci. 2025, 15(2), 167; https://doi.org/10.3390/educsci15020167 - 31 Jan 2025
Viewed by 353
Abstract
Based on the technology acceptance model (TAM), pre-service teachers’ acceptance of artificial intelligence (AI) is crucial in predicting their intentions to use AI in future teaching, as well as for their actual usage of AI. However, current research offers limited insights into the [...] Read more.
Based on the technology acceptance model (TAM), pre-service teachers’ acceptance of artificial intelligence (AI) is crucial in predicting their intentions to use AI in future teaching, as well as for their actual usage of AI. However, current research offers limited insights into the role of factors regarding usage intentions and behaviors. In particular, AI-related teacher training courses and AI-related technological pedagogical content knowledge (AI-TPACK) might be relevant, but are empirically underinvestigated within the TAM. This study addresses these gaps by investigating the relationships between pre-service teachers’ participation in AI-related courses, their self-reported AI-TPACK, their perceptions of AI’s usefulness and ease of use, and both their intention and actual usage of AI. Using path models with data from 143 pre-service teachers, the results revealed that participation in AI-related courses related positively to AI-TPACK and perceived AI-related usefulness. Further, AI-TPACK was positively related to perceived AI-related usefulness and ease of use, which in turn positively related to the behavioral intention to use AI in future teaching and the actual usage of AI for profession-related tasks in teacher training. The study results extend the existing research on TAM and highlight the consideration of participation in AI-related courses and AI-TPACK as further factors in understanding pre-service teachers’ AI acceptance. Full article
(This article belongs to the Special Issue Empowering Teacher Professionalization with Digital Competences)
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