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Education Sciences
Volume 15
Issue 5
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Educ. Sci., Volume 15, Issue 5 (May 2025) – 120 articles

Cover Story (view full-size image): This article explores how young children express informed assent in digital research environments using participatory, play-based methods. Drawing on three studies with children aged 5–7, we analyze how assent emerges as a co-constructed, evolving process. Using conceptual play theory and social semiotics, we highlight how children conveyed comfort, curiosity, and agency through gesture, humor, silence, and peer interaction—often beyond adult-defined norms. Our findings offer practical insights for researchers, emphasizing the importance of relational trust, multimodal expression, and flexible, child-led approaches to support ethical, meaningful participation. View this paper
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24 pages, 1544 KiB  
Article
Artificial Intelligence in Higher Education: Bridging or Widening the Gap for Diverse Student Populations?
by Dorit Hadar Shoval
Educ. Sci. 2025, 15(5), 637; https://doi.org/10.3390/educsci15050637 - 21 May 2025
Cited by 1 | Viewed by 2077
Abstract
This study addresses a critical gap in understanding the differential effects of AI-based tools in higher education on diverse student populations, focusing on first-generation and minority students. Conducted as a case study in an introductory psychology course at a peripheral college, this research [...] Read more.
This study addresses a critical gap in understanding the differential effects of AI-based tools in higher education on diverse student populations, focusing on first-generation and minority students. Conducted as a case study in an introductory psychology course at a peripheral college, this research employed a mixed-methods approach, combining surveys (n = 110), in-depth semi-structured interviews (n = 20 selected to reflect class diversity), and the lecturer’s reflective journal. Data were analyzed using descriptive and inferential statistics (t-tests, Chi-square) and thematic analysis, with triangulation across data sources to examine how AI-based simulations influenced learning experiences and outcomes. The findings reveal that while AI enhanced content understanding and engagement across groups, it also highlighted and potentially widened educational gaps through an emerging “AI literacy divide.” This divide manifested in varying AI engagement patterns and differences in applying AI knowledge beyond the course, which was significantly more pronounced among majority and non-first-generation students compared to minority and first-generation peers. Qualitative data linked these disparities to prior technological exposure, cultural background, and academic self-efficacy. This study proposes an integrative framework highlighting AI literacy, AI engagement, and AI-enhanced cognitive flexibility as mediators between cultural/technological capital and AI adoption. The conclusions underscore the need for inclusive pedagogical strategies and institutional support to foster equitable AI adoption. Full article
(This article belongs to the Special Issue Implications of Artificial Intelligence Pedagogy for Hope, Inclusion and Diversity in Multilingual Classrooms)
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24 pages, 1023 KiB  
Article
Unpacking the Dynamics of Pre-Service Teachers’ Attitudes Toward the Teaching Profession, Belonging, and Knowledge Sharing in an Underexplored Context
by Yasser F. Hendawy Al-Mahdy and Fayrouz Ramadan Elwakil
Educ. Sci. 2025, 15(5), 636; https://doi.org/10.3390/educsci15050636 - 21 May 2025
Viewed by 699
Abstract
Empirical evidence increasingly suggests that the attitudes of pre-service teachers (PSTs) toward the teaching profession (ATTP) are critical determinants of their professional identity, engagement, and collaborative behaviors. This study, guided by the Theory of Planned Behavior and the Self-Determination Theory, investigates how the [...] Read more.
Empirical evidence increasingly suggests that the attitudes of pre-service teachers (PSTs) toward the teaching profession (ATTP) are critical determinants of their professional identity, engagement, and collaborative behaviors. This study, guided by the Theory of Planned Behavior and the Self-Determination Theory, investigates how the ATTP dimensions (affection, value, and harmony) influence knowledge sharing both directly and indirectly. A cross-sectional study was carried out among 506 PSTs participating in teacher education programs (TEPs) at five Egyptian universities. Using structural equation modeling (SEM), the results show that ATTP strongly predicts knowledge sharing both directly and through the sense of belonging’s mediating role. The affection and value dimensions exert significant indirect effects on knowledge sharing through a sense of belonging, whereas harmony has a direct effect on knowledge sharing without mediation. These findings highlight the critical significance of the sense of belonging in creating a collaborative and supportive environment that promotes PSTs’ professional development and knowledge-sharing practices. This study has crucial implications for teacher education programs and policymakers. TEPs can build positive attitudes toward teaching and a sense of belonging, creating an environment conducive to knowledge sharing and professional development. Full article
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12 pages, 1635 KiB  
Article
Harnessing the Power of Virtual Reality Experiences as Social Situation of Development to Enrich the Professional Experiences of Early Childhood Pre-Service Teachers
by Queena Lee, Anamika Devi and Jennifer Cutri
Educ. Sci. 2025, 15(5), 635; https://doi.org/10.3390/educsci15050635 - 21 May 2025
Cited by 1 | Viewed by 531
Abstract
Professional experiences are vital in teacher education programmes, especially in early childhood teacher education programmes, as this allows pre-service teachers (PSTs) to apply their theoretical knowledge in real-world settings. Hence, PSTs’ preparation for their placement experience is crucial. Recently, the innovative use of [...] Read more.
Professional experiences are vital in teacher education programmes, especially in early childhood teacher education programmes, as this allows pre-service teachers (PSTs) to apply their theoretical knowledge in real-world settings. Hence, PSTs’ preparation for their placement experience is crucial. Recently, the innovative use of virtual reality (VR) in teacher training has begun to support the professional development of PSTs, although this approach is studied less extensively compared to fields like medicine and aviation. This paper draws upon the cultural–historical concept of social situation of development (SSD) to explore how VR experiences enhance PSTs’ preparation before they enter their first professional experiences. This study involved 66 diverse post-graduate PSTs within an Australian post-graduate Initial Teacher Education programme in early childhood (EC) education. The VR experiences allowed them to engage with avatar children aged 3–5 within a realistic environment, fostering valuable insights regarding their practice in future professional experiences. By studying the PSTs’ reflections, this study identified the dramatic events that arose from PSTs’ interactions in VR. These moments highlighted instances of SSD, where PSTs advanced both mentally and practically in their placement preparation. Within SSD, PSTs developed a deeper understanding of child development, classroom dynamics, and the effectiveness of various teaching strategies. They also practised strategies, including teaching techniques, classroom management, behavioural guidance, and adapting to the diverse needs of avatar children. The mental and practical development significantly contributed to PSTs’ preparation for professional experiences. The subjective nature of their reflections provided valuable insights into their development from their own perspectives. However, it is important to note that this paper is based on data collected from a single post-graduate course. Future research will aim to gather perspectives from PSTs at multiple institutions, as well as from placement mentors, regarding PSTs’ understanding of working in early childhood contexts in Australia. Full article
(This article belongs to the Special Issue Child-Centered Technology Innovations: Transforming Teaching and Learning in the Early Years)
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17 pages, 384 KiB  
Article
The Effect of Inclusive School Climate on Job Burnout Among Elementary School Inclusive Teachers: The Mediating Role of Teaching Efficacy Under the Ecosystem Theory
by Yue Yang and Dan Zhou
Educ. Sci. 2025, 15(5), 634; https://doi.org/10.3390/educsci15050634 - 21 May 2025
Viewed by 648
Abstract
Grounded in the Job Demands–Resources framework, this mixed-methods study seeks to (a) quantify the directional relationships between school inclusive climate, job burnout, and teaching efficacy, and (b) identify mediating mechanisms to inform targeted interventions in inclusive education settings. Study I employed the School [...] Read more.
Grounded in the Job Demands–Resources framework, this mixed-methods study seeks to (a) quantify the directional relationships between school inclusive climate, job burnout, and teaching efficacy, and (b) identify mediating mechanisms to inform targeted interventions in inclusive education settings. Study I employed the School Inclusive Climate Scale, Job Burnout Scale, and Teachers’ Teaching Efficacy Scale to assess 613 primary and secondary school teachers involved in inclusive education. Study II conducted semi-structured interviews. School inclusive climate showed significant negative correlations with job burnout and positive correlations with teaching efficacy. A negative correlation was also observed between job burnout and teaching efficacy. Mediation analyses revealed that teaching efficacy partially mediated the relationship between school inclusive climate and job burnout, explaining 50% of the total effect. The qualitative interview findings corroborated and complemented the quantitative questionnaire results. School inclusive climate demonstrates both direct effects on job burnout and indirect effects mediated by teachers’ teaching efficacy. Full article
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21 pages, 344 KiB  
Systematic Review
The Study of Core Practices in Support of More Ambitious Teacher Training: A Systematic Review (2019–2023)
by Tatiana López-Jiménez, Victoria Zulueta, Valentina Toro, Catalina Hernández, Natalie Vargas and Alejandro Ancapichún
Educ. Sci. 2025, 15(5), 633; https://doi.org/10.3390/educsci15050633 - 21 May 2025
Viewed by 769
Abstract
Over the past decade there has been growing interest in the identification of core practices and their incorporation into teacher-training programmes. Researchers have made use of methodological approaches based on consultation with experts and, to a lesser degree, field or empirical studies. With [...] Read more.
Over the past decade there has been growing interest in the identification of core practices and their incorporation into teacher-training programmes. Researchers have made use of methodological approaches based on consultation with experts and, to a lesser degree, field or empirical studies. With the aim of characterising research on core practices, we conducted a review of the recent scientific literature, identifying conceptualisations and methodological approaches. We examined 39 scientific articles published between 2019 and 2023 and identified five underlying conceptual dimensions: teachability, teacher performance, ambitious teaching, improvement of student performance, and research-based support. The most common methodological approaches used consisted of descriptive qualitative case studies conducted in the context of teacher-training programmes. We discuss how these findings could influence the use of empirical methods to identify core practices in more recently emerging fields of application, such as early childhood teacher education. Full article
(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)
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18 pages, 1632 KiB  
Article
Enhancing Molecular Biology Content Knowledge and Teaching Self-Efficacy in Pre-Service Teachers Through Virtual and Hands-On Labs and Reflective Teaching
by Maximilian Haberbosch, Philipp Vick, Sonja Schaal and Steffen Schaal
Educ. Sci. 2025, 15(5), 632; https://doi.org/10.3390/educsci15050632 - 21 May 2025
Cited by 1 | Viewed by 667
Abstract
Teachers in lower secondary education often lack content knowledge and self-efficacy to teach molecular biology. The focus of this study was to develop and evaluate an innovative educational approach to prepare pre-service teachers for teaching molecular biology. Therefore, an educational double-decker, with two [...] Read more.
Teachers in lower secondary education often lack content knowledge and self-efficacy to teach molecular biology. The focus of this study was to develop and evaluate an innovative educational approach to prepare pre-service teachers for teaching molecular biology. Therefore, an educational double-decker, with two master courses in a teaching-learning laboratory, has been developed. First, teacher students acquire virtual and authentic lab experiences in a blended-learning course. Later they gain reflective teaching experience by instructing peers or secondary school students. Using a mixed-methods approach in a one-shot-case study design, we examined the effects of the two courses on content knowledge of molecular biology and self-efficacy to teach it, the relationship between knowledge and self-efficacy, and the influence of teaching secondary students compared to peer teaching on self-efficacy. Questionnaires (N = 92 and N = 20) measured knowledge and self-efficacy before and after both courses; differences were analyzed statistically. In addition, guided interviews were conducted with teacher students after the educational double-decker (N = 14) and analyzed qualitatively using content analysis. The results demonstrate that blended-learning formats are efficacious in developing molecular biology knowledge. Content knowledge is positively correlated with teaching self-efficacy, but this effect diminishes after having a reflective teaching experience. These experiences are pivotal factors in self-efficacy development. Teaching real secondary school students is valuable in fostering self-efficacy, as such authentic experiences can be readily applied in everyday school life. Full article
(This article belongs to the Section Higher Education)
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14 pages, 241 KiB  
Article
Making Learning Happen in Teaching Games for Understanding with Cognitive Load Theory
by Stephen Harvey and Edward Cope
Educ. Sci. 2025, 15(5), 631; https://doi.org/10.3390/educsci15050631 - 21 May 2025
Cited by 1 | Viewed by 946
Abstract
Game-Based Approaches (GBAs) to teaching and learning in physical education and sport pedagogy, such as Teaching Games for Understanding (TGfU), were initially developed in response to secondary school physical education (PE) students’ difficulties in applying this technique within context. The early noughties experienced [...] Read more.
Game-Based Approaches (GBAs) to teaching and learning in physical education and sport pedagogy, such as Teaching Games for Understanding (TGfU), were initially developed in response to secondary school physical education (PE) students’ difficulties in applying this technique within context. The early noughties experienced a significant body of work highlighting the benefits of adopting GBAs such as TGfU across physical education and sport pedagogy contexts. A theme residing in much of this work was understanding TGfU through the lens of social constructivism to the point whereby it seemed this was the only lens through which to consider how learning might happen through TGfU and/or related approaches. However, the exclusive alignment between TGfU and social constructivism is not heavily research-informed and/or evidence-supported, and it seems timely to question if other learning theories from cognitive science might help researchers and practitioners understand the benefits of applying a TGfU approach in teaching and coaching. We specifically approach this topic by appreciating Cognitive Load Theory (CLT) and how pedagogical concepts associated with CLT might help develop a new understanding of how TGfU could support learning. Full article
(This article belongs to the Special Issue Understanding the Professional Learning and Development of Physical Education Teachers and Sport Coaches)
16 pages, 635 KiB  
Article
Students’ Difficulties with Problem Posing in Early Childhood Education
by Enrique Carmona Medeiro and Nuria Climent
Educ. Sci. 2025, 15(5), 630; https://doi.org/10.3390/educsci15050630 - 21 May 2025
Viewed by 555
Abstract
This study focuses on exploring students’ emerging difficulties during a problem posing task in an early childhood education classroom (4–5 years old). Through a single case study, and by considering the problems posed as an indicator of the students’ mathematical performance level, the [...] Read more.
This study focuses on exploring students’ emerging difficulties during a problem posing task in an early childhood education classroom (4–5 years old). Through a single case study, and by considering the problems posed as an indicator of the students’ mathematical performance level, the difficulties inherent in the process of posing problems based on a given situation are characterised. The results reveal the existence of difficulties both in the exploration phase of the problem situation and in posing the problems themselves. This shows that the main difficulties are related to a lack of accuracy in language, which is typical of this stage, and to the notion of a non-mathematical problem that prevails in the students. Full article
(This article belongs to the Section Early Childhood Education)
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14 pages, 247 KiB  
Article
The Role of Self-Directed Learning in Enhancing Entrepreneurial Learning of Students in Higher Education Institutions
by Celestin Mayombe
Educ. Sci. 2025, 15(5), 629; https://doi.org/10.3390/educsci15050629 - 20 May 2025
Viewed by 689
Abstract
In recent years, entrepreneurial learning in higher education institutions has been promoted and supported to help students become job creators rather than job seekers. The main purpose of entrepreneurial learning is to develop entrepreneurial competencies in terms of knowledge, skills, and attitudes to [...] Read more.
In recent years, entrepreneurial learning in higher education institutions has been promoted and supported to help students become job creators rather than job seekers. The main purpose of entrepreneurial learning is to develop entrepreneurial competencies in terms of knowledge, skills, and attitudes to attain the entrepreneurial goal of new value creation. This value extends beyond only economic value and job creation; it can, therefore, also benefit students who do not become entrepreneurs but who choose to think entrepreneurially. However, an enduring problem is ensuring that the entrepreneurial learning process is interactive, effective, and meaningful to the students. Correspondingly, self-directed learning (SDL) can be used in higher education to enhance entrepreneurial learning. This paper discusses the analyses of the role and importance of self-directed learning in the process of entrepreneurial learning for students in higher education institutions, informed by an exploratory systematic literature review. The findings reveal that SDL can play an important role in enhancing entrepreneurial learning by initiating the learning process to develop students’ entrepreneurial skills, mindset, motivation, creativity, and innovation, which serve as competencies for success as entrepreneurial thinkers. Based on the findings, the author concludes that SDL plays an important role in enhancing entrepreneurial learning in higher education institutions. Adopting SDL as a key strategy for teaching and learning in higher education can improve the effectiveness of entrepreneurial learning and help develop students into entrepreneurial thinkers. The practical implications are that the use of SDL in entrepreneurial learning can develop a spirit of creativity, create value on several levels, and empower students to become job creators instead of job seekers as higher education institutions prepare them for life after graduation. Full article
(This article belongs to the Section Higher Education)
29 pages, 11139 KiB  
Article
The Design, Field Testing, and Evaluation of a Contextual, Problem-Based Curriculum: Feedback Analysis from Mathematics Teachers on the Field Test Version of Connected Mathematics®4
by Alden Jack Edson, Samantha Wald and Elizabeth Difanis Phillips
Educ. Sci. 2025, 15(5), 628; https://doi.org/10.3390/educsci15050628 - 20 May 2025
Viewed by 544
Abstract
For over forty years, each edition of the Connected Mathematics® curriculum reflects the understanding that teaching and learning are not distinct—“what to teach” and “how to teach it” are inextricably linked. Each edition goes through iterative cycles of design, development, field testing, [...] Read more.
For over forty years, each edition of the Connected Mathematics® curriculum reflects the understanding that teaching and learning are not distinct—“what to teach” and “how to teach it” are inextricably linked. Each edition goes through iterative cycles of design, development, field testing, data feedback, and revision. Grounded in the theoretical and empirical curriculum design and enactment tensions that emerge in problem-based mathematics classrooms, this study reports on teachers’ perceived effectiveness of implementing and enacting the field test version of Connected Mathematics®4. Analysis of the survey revealed that the problems in the field test version of the fourth edition promote student engagement and learning in mathematics, problem-solving, mathematical connections to real-life applications, and multiple solution strategies. We also discuss implications for how the curriculum design, development, and professional learning experiences involving teachers and their students help provide cohesive and effectively sequenced materials to support students and teachers in rich mathematical problem-solving experiences. Full article
(This article belongs to the Special Issue Curriculum Development in Mathematics Education)
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20 pages, 7882 KiB  
Article
Enhancing Computational Thinking of Deaf Students Using STEAM Approach
by Saowaluck Kaewkamnerd and Alisa Suwannarat
Educ. Sci. 2025, 15(5), 627; https://doi.org/10.3390/educsci15050627 - 20 May 2025
Viewed by 565
Abstract
Computational thinking (CT), an interrelation of skills and practices, is a crucial competency that empowers individuals to tackle logical problems, enabling them to overcome various challenges in their daily lives. To help Deaf students (those with hearing loss and using sign language for [...] Read more.
Computational thinking (CT), an interrelation of skills and practices, is a crucial competency that empowers individuals to tackle logical problems, enabling them to overcome various challenges in their daily lives. To help Deaf students (those with hearing loss and using sign language for communication) enhance their CT, a STEAM learning program using a physical computing tool is proposed. The learning program composes four courses: learning concepts, implementing concepts, finding solutions to real problems and developing innovations. The program engaged Deaf students from 18 Deaf schools. It is geared towards boosting students’ CT and facilitating their capacity to devise technology-based solutions. The program measured students’ CT effectiveness based on the CT framework: concepts, practices, and perspectives. The measurement encompassed multiple-choice assessments for CT concepts, task rubrics for CT practices, and interview and invention observations for CT perspectives. The program concludes with participating in a science project competition, using a physical computing tool, called KidBright, to solve real-world issues by integrating science, mathematics, and art. After completing the learning program, Deaf students demonstrated an improved understanding of CT concepts, performing high-level CT practices, and expressing strong CT perspectives. These indicate that a STEAM learning program utilizing a physical computing tool can help Deaf students enhance their computational thinking. Full article
(This article belongs to the Special Issue Full STEAM Ahead! in Deaf Education)
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20 pages, 687 KiB  
Article
Online Picture Book Teaching as an Intervention to Improve Typically Developing Children’s Attitudes Toward Peers with Disabilities in General Schools
by Yuexin Zhang, Wangqian Fu and Shuheng Xiao
Educ. Sci. 2025, 15(5), 626; https://doi.org/10.3390/educsci15050626 - 20 May 2025
Viewed by 720
Abstract
Typically developing peers are the key factor for children with disabilities to participate in inclusive settings. Good peer relationships can improve the social communication and language expression of children with disabilities, and typically developing children play a role as “gatekeepers” in the social [...] Read more.
Typically developing peers are the key factor for children with disabilities to participate in inclusive settings. Good peer relationships can improve the social communication and language expression of children with disabilities, and typically developing children play a role as “gatekeepers” in the social activities of children with disabilities in the schools. In this study, 36 primary school students from grades 1 to 3 received online picture book teaching for 3 weeks, 6 units, 12 class hours, and 40 min per class hour with six volumes of disability picture books (including physical disability, deaf and hard of hearing, visual impairment, intellectual disability, learning disability and autism spectrum disorder) selected by experts in summer vocation. The attitudes of typically developing children toward peers with disabilities of participants were tested before and after attending the online picture book course. The teaching of disability-themed picture books online has significantly improved the attitudes of typically developing children in lower grades toward peers with disabilities. Specifically, there are significant differences in the sub-dimensions of emotion and positive behavior and negative behavior before and after the intervention. The results showed that online picture book teaching activities with disability themes can effectively improve the attitudes of typically developing children in primary schools toward children with disabilities in terms of cognition, emotion, and behavior, and they can be used in schools to create an inclusive climate for students with disabilities. Full article
(This article belongs to the Special Issue Special and Inclusive Education: Challenges, Policy and Practice)
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17 pages, 254 KiB  
Article
Exploring Science Teachers’ Reflections on Using Identity and Criticality to Design Social Justice-Oriented Environments
by Elizabeth Idowu Ayano, Jennifer M. Bateman, Leigh Kohlmann and Emily C. Adah Miller
Educ. Sci. 2025, 15(5), 625; https://doi.org/10.3390/educsci15050625 - 20 May 2025
Viewed by 576
Abstract
Recognizing that traditional science education materials often overlook students’ cultural and social contexts, this research examines the teacher-driven design of science teaching enactment—specifically, how teachers reflect on and adapt their science instruction to teach social justice through pursuits of identity and criticality using [...] Read more.
Recognizing that traditional science education materials often overlook students’ cultural and social contexts, this research examines the teacher-driven design of science teaching enactment—specifically, how teachers reflect on and adapt their science instruction to teach social justice through pursuits of identity and criticality using a framework rooted in cultural and historical responsive practices. The data for this study were collected from 14 online discussion sessions where three experienced science teachers engaged in adapting existing lessons, reflecting on their practice toward developing their own understandings of social justice. Through qualitative analysis of the teachers’ reflections, this study investigates how teachers think together about incorporating and nurturing students’ identities and criticality perspectives. The findings show themes related to challenges teachers faced, including parents’ concerns about addressing social justice topics in science class. Teachers also struggled with navigating discussions about identity, particularly when their race differed from that of their students. The teachers also reflected on aspects that promoted the work, such as students’ positive responses, and the deepening of their relationships with students. The teachers’ adaptations centered on students’ identities and the critical examination of societal issues, which were seen as accessible avenues for deepening scientific understanding and promoting engagement. Implications for teachers include using a reflective discussion approach for supporting curricular adaptations. There is a need for professional learning frameworks that empower teachers as agentive, intellectual actors to align science education with social justice principles. This will foster more inclusive and transformative learning experiences for diverse student populations. Full article
(This article belongs to the Special Issue Advancing Science Learning through Design-Based Learning)
11 pages, 227 KiB  
Article
Evaluative Judgment: A Validation Process to Measure Teachers’ Professional Competencies in Learning Assessments
by José Miguel Olave Astorga and Félix González-Carrasco
Educ. Sci. 2025, 15(5), 624; https://doi.org/10.3390/educsci15050624 - 20 May 2025
Viewed by 559
Abstract
This article deals with teachers’ professional development, focusing specifically on their competencies to assess learning. Research in this field has shown a lack of instruments for measuring such competencies in practicing teachers. In this context, we present the validation process of such an [...] Read more.
This article deals with teachers’ professional development, focusing specifically on their competencies to assess learning. Research in this field has shown a lack of instruments for measuring such competencies in practicing teachers. In this context, we present the validation process of such an instrument, called Classroom Evaluative Judgment, which is designed to assess teachers’ competencies in evaluating their students’ school work. We adopt a quantitative approach, with a non-experimental and sequential design. First, the instrument was subjected to content validation through expert judgment. Subsequently, a pilot test was carried out with an unintentional sample, applying statistical reliability analysis and confirmatory factor analysis to ensure the internal consistency of the instrument with respect to its theoretical basis. Finally, we validated the instrument with 266 participants, obtaining high levels of internal consistency and statistical reliability. The results support the soundness of the proposed model and its usefulness for measuring professional teaching competencies in the field of learning assessment. Its application in real contexts of professional practice could open new lines of research on the evaluative judgment of teachers and the strengthening of their evaluative identity. Full article
(This article belongs to the Special Issue Addressing Challenges in Teacher Preparation for Transformative Education)
19 pages, 1419 KiB  
Article
Fostering Environmental Awareness and Behavior Through a Course on Human–Animal Studies
by Julia Nitsche, Michaela Stratmann, Paul-Dierk Tingelhoff, Theresa Sophie Busse and Jan P. Ehlers
Educ. Sci. 2025, 15(5), 623; https://doi.org/10.3390/educsci15050623 - 20 May 2025
Viewed by 568
Abstract
Higher education can promote environmental awareness and action through hidden curricula. This study at the Witten/Herdecke University examined the impact of the Human–Animal Studies course on students’ environmental awareness and behavior, comparing participants with the general student population. A cross-sectional and longitudinal survey [...] Read more.
Higher education can promote environmental awareness and action through hidden curricula. This study at the Witten/Herdecke University examined the impact of the Human–Animal Studies course on students’ environmental awareness and behavior, comparing participants with the general student population. A cross-sectional and longitudinal survey was conducted using a 12-question Likert-scale questionnaire. Course participants were surveyed three times, while the general student body was surveyed once. In addition, reflective writing was qualitatively analyzed to assess changes in attitudes and behaviors. The results showed that both groups exhibited high levels of environmental awareness and behavior, exceeding the German population average. Female students showed greater commitment than male students. While no significant differences were found between course participants and other students, reflections indicated that the course promoted personal awareness and behavioral change and that the course encouraged participants to think about changes in their attitudes and behaviors toward the environment. These findings suggest that courses such as Human–Animal Studies can promote environmental awareness and self-reflection among students. Full article
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23 pages, 1737 KiB  
Article
Basketball Interest as a Gateway to STEM: Testing a Large-Scale Intervention to Enhance STEM Interest in Sports-Engaged Populations
by Emily J. Hangen, Amy K. Loya and John F. Drazan
Educ. Sci. 2025, 15(5), 622; https://doi.org/10.3390/educsci15050622 - 19 May 2025
Viewed by 708
Abstract
Interventions have been designed to close achievement gaps in Science, Technology, Engineering, and Math (STEM) disciplines and to remedy the “leaky STEM pipeline”. However, there has been little focus on designing complementary interventions that seek to broaden the youth population who “enter the [...] Read more.
Interventions have been designed to close achievement gaps in Science, Technology, Engineering, and Math (STEM) disciplines and to remedy the “leaky STEM pipeline”. However, there has been little focus on designing complementary interventions that seek to broaden the youth population who “enter the STEM pipeline”. The current work aims to broaden STEM engagement in youth by developing a STEM intervention using unrecognized forms of cultural capital. These novel, basketball-based interventions were designed to engage a naturally occurring population of youth with pre-existing interest in sports but low levels of pre-existing STEM interest, ranging from the 2nd to the 12th grades. These interventions utilized sports as a venue for informal STEM learning across three variations: a single-hour event, a one-day clinic, and a multi-day camp. Participants’ interest in pursuing a STEM career significantly increased across all three variations of the STEM intervention. Notably, these effect sizes were descriptively larger for programs of longer duration and were significantly stronger for students who reported playing basketball prior to the program. The current work introduces a novel STEM education intervention that has been shown to be repeatedly successful in utilizing students’ pre-existing interest in sports as a bridge to STEM engagement. Full article
(This article belongs to the Section STEM Education)
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13 pages, 207 KiB  
Article
Competences of the Future—How to Educate the iGen Generation
by Anna Waligóra and Marcin Górski
Educ. Sci. 2025, 15(5), 621; https://doi.org/10.3390/educsci15050621 - 19 May 2025
Viewed by 672
Abstract
This article presents the results of a study conducted in the area of qualitative social research in relation to the interpretative paradigm, as well as a review of research concerning the specificity and characteristics of the functioning of representatives of Generation Z (Zoomers, [...] Read more.
This article presents the results of a study conducted in the area of qualitative social research in relation to the interpretative paradigm, as well as a review of research concerning the specificity and characteristics of the functioning of representatives of Generation Z (Zoomers, GenZ) and Generation Alpha. The aim of the present research was to assess the opinions of university teachers regarding the functioning of the iGen generation and the challenges of educating students representing Generation Z. In this research, a focus interview method was used. Interviews were conducted over a period of 6 months, with a total research sample [N = 150] of university teachers. Sociological, pedagogical and psychological analyses indicate different functioning of the young iGen generation in the context of social relations, learning and communication processes in relation to previous generations. These differences affect the educational process—the transmission of knowledge and the relationship of teachers with students. An analysis of the research results allowed for the proposal of exemplary educational solutions such as the competence-based education (CBE) model, as well as problem- and project-oriented learning (PBL) methods. The conclusions led to the design of practical guidelines that could be implemented in the process of educating students and, at the same time, preparing young people for the changing needs of the labour market. Full article
(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)
20 pages, 817 KiB  
Article
Measuring Personalized Learning in the Smart Classroom Learning Environment: Development and Validation of an Instrument
by Pan Tuo, Mehmet Bicakci, Albert Ziegler and BaoHui Zhang
Educ. Sci. 2025, 15(5), 620; https://doi.org/10.3390/educsci15050620 - 19 May 2025
Viewed by 964
Abstract
Smart classrooms leverage intelligent and mobile technologies to create highly interactive, student-centered environments conducive to personalized learning. However, measuring students’ personalized learning experiences in these technologically advanced spaces remains a challenge. This study addresses the gap by developing and validating a Smart Classroom [...] Read more.
Smart classrooms leverage intelligent and mobile technologies to create highly interactive, student-centered environments conducive to personalized learning. However, measuring students’ personalized learning experiences in these technologically advanced spaces remains a challenge. This study addresses the gap by developing and validating a Smart Classroom Environment–Personalized Learning Scale (SCE-PL). Drawing on a comprehensive literature review, content-expert feedback, and iterative item refinement, an initial pool of 48 items was reduced to 39 and subsequently to 34 following item-level analyses. Two datasets were collected from Chinese middle-school students across three provinces, capturing diverse socio-economic contexts and grade levels (7th, 8th, and 9th). EFA on the first dataset (n = 424) revealed a nine-factor structure collectively explaining 78.12% of the total variance. Confirmatory factor analysis (CFA) on the second dataset (n = 584) verified an excellent model fit. Internal consistency indices (Cronbach’s α > 0.87, composite reliability > 0.75) and strong convergent and discriminant validity evidence (based on AVE and inter-factor correlations) further support the scale’s psychometric soundness. The SCE-PL thus offers researchers, policymakers, and practitioners a robust, theory-driven instrument for assessing personalized learning experiences in smart classroom environments, paving the way for data-informed pedagogy, optimized learning spaces, and enhanced technological integration. Full article
(This article belongs to the Special Issue Innovative Approaches to Understanding Student Learning)
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18 pages, 458 KiB  
Article
Envisioning Global Education in Rwanda: Contributions from Secondary School Teachers
by Abiud Bosire, Luís Grosso Correia and Dalila Pinto Coelho
Educ. Sci. 2025, 15(5), 619; https://doi.org/10.3390/educsci15050619 - 18 May 2025
Viewed by 703
Abstract
Global education (GE) has become important in education due to heightened global interconnectedness and interdependence, with its incorporation into school materials aimed at preparing learners to navigate global challenges. In implementing GE, teachers are considered critical agents to transform normative GE into knowledge [...] Read more.
Global education (GE) has become important in education due to heightened global interconnectedness and interdependence, with its incorporation into school materials aimed at preparing learners to navigate global challenges. In implementing GE, teachers are considered critical agents to transform normative GE into knowledge in classrooms. This study examines Rwandese teachers’ knowledge, awareness, and perceptions of challenges they face in implementing GE in schools. In a quantitative design, 208 teachers from 15 participating secondary schools completed a survey. The study findings reveal that the teachers had moderate to high levels of knowledge and awareness of global education, with most of the teachers recognising GE to be important in preparing learners for the future and stated the need to incorporate it within the curriculum in Rwanda. This study underscores the need for teacher training and professional development to enhance GE integration, and the provision of necessary resources and materials to enable the implementation of GE in schools in Rwanda. Full article
(This article belongs to the Special Issue Fostering Global Citizenship and Intercultural Education “Otherwise”)
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22 pages, 1505 KiB  
Article
Enhancing Form–Meaning Connections in the Language Teaching of Children with Developmental Language Disorder: Evidence from Two Teaching Interventions
by Anastasia Paspali
Educ. Sci. 2025, 15(5), 618; https://doi.org/10.3390/educsci15050618 - 18 May 2025
Viewed by 2354
Abstract
Focus on form (FonF) teaching interventions have been widely employed to help second language learners notice a target grammatical form while their attention is on meaning, i.e., establishing new form–meaning connections. These interventions can be input-based, focusing on the processing of input (i.e., [...] Read more.
Focus on form (FonF) teaching interventions have been widely employed to help second language learners notice a target grammatical form while their attention is on meaning, i.e., establishing new form–meaning connections. These interventions can be input-based, focusing on the processing of input (i.e., Processing Instruction), or output-based, focusing on production within communicative activities (i.e., Dictogloss). The current pilot study explored whether such teaching interventions would be beneficial for children with DLD. The study employed Processing Instruction and Dictogloss for the teaching of passives in two groups of Greek school-aged children with DLD. The study applied pre-tests and (delayed) post-tests to explore (a) the potential (long-term) effectiveness of the interventions, and (b) potential differences in their effectiveness within this population. The findings indicate that both Processing Instruction and Dictogloss can be promising interventions for Greek children with DLD since they both led to learning gains and retention two weeks after the interventions across all tasks (comprehension, production, and sentence repetition). However, Dictogloss was more effective in production, while Processing Instruction in sentence repetition (when accuracy scores are measured). Full article
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22 pages, 320 KiB  
Article
Bullying and Its Effects on Middle School Students in Romania: A Quantitative Approach
by Marcel Iordache, Coman Claudiu, Anna Bucs, Angelica Banca and Gabriela Motoi
Educ. Sci. 2025, 15(5), 617; https://doi.org/10.3390/educsci15050617 - 18 May 2025
Viewed by 1180
Abstract
Bullying, especially in the context of digitalization, is a global issue that can significantly impact students’ educational and personal development. Our research analyzed the complex and multi-faceted phenomenon of bullying, its prevalence, and its effect on students in middle schools in Craiova, Romania. [...] Read more.
Bullying, especially in the context of digitalization, is a global issue that can significantly impact students’ educational and personal development. Our research analyzed the complex and multi-faceted phenomenon of bullying, its prevalence, and its effect on students in middle schools in Craiova, Romania. A quantitative approach was applied using the adopted Save the Children Romania and Olweus questionnaires to a sample of 673 middle school students. The data were analyzed using IBM SPSS Version 23, employing ANOVA tests, Pearson correlations, and Chi-square tests, as well as descriptive statistics. Contrary to previous research, our findings indicate that gender (r = 0.041) and academic performance did not significantly predict bullying victimization or aggression (p = 0.079). However, we found that the academic performance of students who witnessed bullying incidents was significantly affected. Interestingly, the descriptive statistics showed that boys reported higher rates of bullying involvement. Additionally, social support (−0.148) and the school environment emerged as important factors in bullying prevention. These unexpected results highlight the contextual and cultural specificity of bullying. We encourage further research to better understand this nuanced and complex phenomenon, focusing not only on victims but also on bystanders. Addressing bullying requires a comprehensive approach to promote a healthy learning environment for all students. Full article
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16 pages, 755 KiB  
Article
The Integration of Artificial Intelligence in Academic Learning Practices: A Comprehensive Approach
by Gabriela Alina Anghel, Cristina Mihaela Zanfir, Florentina Lavinia Matei, Camelia Delia Voicu and Ramona Adina Neacșa
Educ. Sci. 2025, 15(5), 616; https://doi.org/10.3390/educsci15050616 - 18 May 2025
Cited by 1 | Viewed by 2440
Abstract
The integration of artificial intelligence (AI) in education has profoundly transformed the learning landscape, offering significant opportunities for personalized, flexible, and efficient educational practices. This study explores the impact of AI on academic learning, focusing on the perceptions and behaviors of students from [...] Read more.
The integration of artificial intelligence (AI) in education has profoundly transformed the learning landscape, offering significant opportunities for personalized, flexible, and efficient educational practices. This study explores the impact of AI on academic learning, focusing on the perceptions and behaviors of students from Valahia University of Târgoviște, Romania (N = 250). By analyzing the students’ use of AI tools such as learning assistants and content generation systems, this research identifies the factors influencing the integration of AI into educational practices. Using a quantitative approach with a self-administered online questionnaire, this study tested hypotheses regarding the influences of age, field of study, and self-reported AI usage on students’ perceptions of its impact on academic performance, motivation, and the development of essential skills such as critical thinking and learning autonomy. Statistical analyses were conducted using SPSS V26, and Spearman’s correlation revealed significant relationships between AI competency and perceptions of academic performance (ρ = 0.261, p < 0.001), personalized learning (ρ = 0.196, p = 0.002), and motivation (ρ = 0.234, p < 0.001). The results highlight AI’s potential to revolutionize educational practices by providing personalized learning experiences, stimulating motivation, and promoting lifelong learning skills. This research deepens the understanding of AI’s role in higher education and its implications for future learning models, emphasizing its capacity to transform both students and educators. Full article
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17 pages, 268 KiB  
Article
Intercultural Dialogue on Indigenous Perspectives: A Digital Learning Experience
by Kristin Severinsen Spieler, Anne Karin Vikstøl Olsen and Randi Engtrø
Educ. Sci. 2025, 15(5), 615; https://doi.org/10.3390/educsci15050615 - 17 May 2025
Cited by 1 | Viewed by 1136
Abstract
This research explores how intercultural dialogue through a Collaborative Online International Learning (COIL) project enhances students’ understanding and integration of Indigenous perspectives. The initiative connected Norwegian Early Childhood Teacher Education (ECTE) students with Canadian Teacher Education students to explore Sámi and Métis cultures. [...] Read more.
This research explores how intercultural dialogue through a Collaborative Online International Learning (COIL) project enhances students’ understanding and integration of Indigenous perspectives. The initiative connected Norwegian Early Childhood Teacher Education (ECTE) students with Canadian Teacher Education students to explore Sámi and Métis cultures. Using a qualitative design, focus group interviews with ECTE students employed a hermeneutic approach to interpret experiences and cultural reflections. These insights, analyzed systematically, demonstrated the COIL project’s effectiveness in facilitating intercultural dialogue, fostering intercultural competence, and encouraging self-reflection among participants. Participants developed invaluable skills for integrating Indigenous perspectives into future educational roles, supported by facilitation that enhanced cross-cultural dialogue and language skills. This study underscores the need for frameworks supporting sustained cultural engagement, acknowledging sample size limitations. Findings advocate for the broader integration of intercultural collaborations in strategies, emphasizing education that enhances cultural competence. Future research should expand with larger samples and varied cultures, using longitudinal studies to assess the impacts on professional development and optimize collaboration educational contexts. Full article
(This article belongs to the Special Issue Understanding Early Childhood Care and Education (ECCE) from Cultural Perspectives)
17 pages, 3032 KiB  
Article
Topic Level Visualization of Student Enrollment Records in a Computer Science Curriculum
by Eliot Bethke and Jennifer R. Amos
Educ. Sci. 2025, 15(5), 614; https://doi.org/10.3390/educsci15050614 - 16 May 2025
Viewed by 428
Abstract
Reviewing academic curricula requires a significant investment of time and expertise. Beyond accreditation, curriculum may be reviewed in part or in whole during other administrative efforts including the consideration of new elective courses, faculty-student advising, admission of transfer students, internal audits, and more. [...] Read more.
Reviewing academic curricula requires a significant investment of time and expertise. Beyond accreditation, curriculum may be reviewed in part or in whole during other administrative efforts including the consideration of new elective courses, faculty-student advising, admission of transfer students, internal audits, and more. These activities often require multiple people with deep knowledge of the coursework as well as the discipline(s) involved to pour over scattered documentation and comparatively limited assessment data in order to make an informed decision. In this work, we explored the development of a semi-automated computational approach to visualize a curriculum as described in official course listings at a topic level of detail. We show how our approach can help provide a detailed view of how topics are covered across multiple courses and how these visualizations can show similarities and differences for individual student registration records, paving the way for personalized student support. We also identified opportunities for improvement in this method, including the need to develop more robust topic mapping techniques for short texts. Full article
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22 pages, 647 KiB  
Article
The Consolidated Framework for Implementation Research: Application to Education
by William Walters, Wendy Barber and Mickey Jutras
Educ. Sci. 2025, 15(5), 613; https://doi.org/10.3390/educsci15050613 - 16 May 2025
Viewed by 1063
Abstract
This study investigates the application of the Consolidated Framework for Implementation (CFIR) in an educational setting. Although education implements numerous interventions and programs at all levels, standardized testing has primarily measured their success, leaving a paucity of direct measures for non-academic program implementation. [...] Read more.
This study investigates the application of the Consolidated Framework for Implementation (CFIR) in an educational setting. Although education implements numerous interventions and programs at all levels, standardized testing has primarily measured their success, leaving a paucity of direct measures for non-academic program implementation. Borrowing from an established practice in medicine, the CFIR, which provides a framework to identify potential barriers and facilitators to program implementation, is reviewed and investigated as a possible tool for use in education. Researchers applied the CFIR to a program intervention implemented at two Canadian university faculties of education. Through the complex coding and analysis inherent to the CFIR, barriers and facilitators were identified for program implementation. Reviewing and applying the CFIR provided results about the educational intervention and the use of the CFIR in education. While complex and time-consuming, the results suggest that the CFIR is a credible tool for measuring the effectiveness of implementing myriad educational initiatives at all system levels. Full article
(This article belongs to the Special Issue Empowering the Next Generation: Fostering Physical Education through Effective Pedagogy)
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12 pages, 235 KiB  
Article
Sources of Support and Their Benefits for New Primary School Teachers in Switzerland
by Anja Winkler and Daniela Freisler-Mühlemann
Educ. Sci. 2025, 15(5), 612; https://doi.org/10.3390/educsci15050612 - 16 May 2025
Viewed by 470
Abstract
In Switzerland, teacher education comprises a single phase of training, with students entering the profession directly after graduation. New teachers face challenges that they do not experience during training. Therefore, it is crucial that they receive support before and during this transition period. [...] Read more.
In Switzerland, teacher education comprises a single phase of training, with students entering the profession directly after graduation. New teachers face challenges that they do not experience during training. Therefore, it is crucial that they receive support before and during this transition period. To identify the forms of support that meet the needs of teachers entering the profession, we investigated this issue through semi-structured interviews and a complex code configuration. The results showed that various sources of support ease teachers’ entry into the profession. Central aspects include exchanging teaching experiences and receiving reassurance related to their teaching practice. It is therefore conducive to the careers of new teachers if the school culture promotes looking for and accepting help, asking questions, and the exchange of teaching material. Full article
(This article belongs to the Special Issue Education for Early Career Teachers)
31 pages, 2216 KiB  
Article
Students’ Perceptions of Generative Artificial Intelligence (GenAI) Use in Academic Writing in English as a Foreign Language
by Andrew S. Nelson, Paola V. Santamaría, Josephine S. Javens and Marvin Ricaurte
Educ. Sci. 2025, 15(5), 611; https://doi.org/10.3390/educsci15050611 - 16 May 2025
Cited by 2 | Viewed by 5493
Abstract
While research articles on students’ perceptions of large language models such as ChatGPT in language learning have proliferated since ChatGPT’s release, few studies have focused on these perceptions among English as a foreign language (EFL) university students in South America or their application [...] Read more.
While research articles on students’ perceptions of large language models such as ChatGPT in language learning have proliferated since ChatGPT’s release, few studies have focused on these perceptions among English as a foreign language (EFL) university students in South America or their application to academic writing in a second language (L2) for STEM classes. ChatGPT can generate human-like text that worries teachers and researchers. Academic cheating, especially in the language classroom, is not new; however, the concept of AI-giarism is novel. This study evaluated how 56 undergraduate university students in Ecuador viewed GenAI use in academic writing in English as a foreign language. The research findings indicate that students worried more about hindering the development of their own writing skills than the risk of being caught and facing academic penalties. Students believed that ChatGPT-written works are easily detectable, and institutions should incorporate plagiarism detectors. Submitting chatbot-generated text in the classroom was perceived as academic dishonesty, and fewer participants believed that submitting an assignment machine-translated from Spanish to English was dishonest. The results of this study will inform academic staff and educational institutions about how Ecuadorian university students perceive the overall influence of GenAI on academic integrity within the scope of academic writing, including reasons why students might rely on AI tools for dishonest purposes and how they view the detection of AI-based works. Ideally, policies, procedures, and instruction should prioritize using AI as an emerging educational tool and not as a shortcut to bypass intellectual effort. Pedagogical practices should minimize factors that have been shown to lead to the unethical use of AI, which, for our survey, was academic pressure and lack of confidence. By and large, these factors can be mitigated with approaches that prioritize the process of learning rather than the production of a product. Full article
(This article belongs to the Special Issue Emerging Pedagogies for Integrating AI in Education)
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16 pages, 1290 KiB  
Article
Parent Perspectives of Behavioral and Emotional Development of Young High-Ability Children: A Pilot Study
by Benna S. Haas, Laura S. McCorkle, Thomas W. Connors, Erin R. FitzPatrick, Michael S. Matthews and Julianna Willis
Educ. Sci. 2025, 15(5), 610; https://doi.org/10.3390/educsci15050610 - 16 May 2025
Viewed by 937
Abstract
We conducted a thematic analysis of 25 parent responses to open-ended survey questions from the Behavioral Assessment System for Children (BASC-3) regarding their young, high-ability children’s behavioral and emotional development. Our analysis revealed four themes: (a) demonstrating advanced abilities, (b) displaying motivation to [...] Read more.
We conducted a thematic analysis of 25 parent responses to open-ended survey questions from the Behavioral Assessment System for Children (BASC-3) regarding their young, high-ability children’s behavioral and emotional development. Our analysis revealed four themes: (a) demonstrating advanced abilities, (b) displaying motivation to do well, (c) enjoying the company of adults and peers, and (d) experiencing difficulties regulating emotions. Further, three themes from parents of young typically developing children were also included as a comparison: (a) demonstrating academic strengths, (b) connecting with others, and (c) experiencing difficulties regulating emotions. These themes provide a first step in informing classroom teachers, counselors, and psychologists about young children’s social, emotional, and behavioral needs and matching them with appropriate educational programming and intervention options. This paper also includes implications of the findings and suggestions for further research to maximize young children’s gifts, talents, and exceptionalities. Full article
(This article belongs to the Special Issue Emotions, Emotion Mindsets, and Emotional Intelligence)
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15 pages, 256 KiB  
Article
Scalability of Leadership Development Program in a State Professional Development System
by Yujin Lee, Anne Douglass, Becky DelVecchio, Amanda Wiehe Lopes, Songtian Zeng and Yiyang Guan
Educ. Sci. 2025, 15(5), 609; https://doi.org/10.3390/educsci15050609 - 15 May 2025
Viewed by 1166
Abstract
Cultivating leadership within the early care and education (ECE) workforce is crucial for driving quality improvement and systems change. However, there is limited understanding of how to develop and scale leadership development programs for early educators. To address this need, Leading for Change [...] Read more.
Cultivating leadership within the early care and education (ECE) workforce is crucial for driving quality improvement and systems change. However, there is limited understanding of how to develop and scale leadership development programs for early educators. To address this need, Leading for Change (LFC) was intentionally designed to provide scalable, affordable, and accessible leadership development opportunities for early educators from diverse racial, ethnic, linguistic, and cultural backgrounds. The present study examined whether the scaled version of LFC (delivered by locally trained facilitators) could achieve outcomes comparable to the pilot version (delivered by the original LFC developers). The results showed similar improvements in participants’ entrepreneurial leadership mindset and knowledge across both versions. Also, interviews with facilitators revealed key factors, strengths, and challenges that could influence the success of scaling efforts. These findings offer valuable insights into how leadership development models can be effectively developed and scaled to ensure equitable and widespread access for the ECE workforce. Full article
(This article belongs to the Special Issue Strengths and Assets of the Early Childhood Workforce)
16 pages, 693 KiB  
Article
Shifting Students’ Perceptions About Homelessness: Quantitative Assessment of a Project-Based Approach
by Diana A. Chen, Mark A. Chapman and Joel Alejandro Mejia
Educ. Sci. 2025, 15(5), 608; https://doi.org/10.3390/educsci15050608 - 15 May 2025
Viewed by 444
Abstract
Although engineering institutional bodies uphold public welfare and the impact of engineering on people and society, engineering curricula rarely scaffold students to connect their technical learning with sociotechnical perspectives. This paper describes a project-based learning approach where engineering students engaged with issues faced [...] Read more.
Although engineering institutional bodies uphold public welfare and the impact of engineering on people and society, engineering curricula rarely scaffold students to connect their technical learning with sociotechnical perspectives. This paper describes a project-based learning approach where engineering students engaged with issues faced by people experiencing homelessness to better understand the sociotechnical nature of effective, user-centered, engineering design. We conducted a quantitative assessment to determine how well and in what ways the project-based learning curriculum shifted students’ perceptions about homelessness. We collected pre-/post-survey data from students on 21 statements about their perceptions and attitudes about homelessness prior to and after an engineering project with a focus on homelessness in San Diego, CA, USA. The study aimed to measure the effectiveness of the course/project on shifting students’ perceptions from myths about homelessness towards reality, which supported the course objectives regarding diversity, inclusion, and social justice. We found that, from data from 166 students over 8 semesters, students’ perceptions had statistically significant (p < 0.05) shifts in five survey statements, which regarded beliefs about the personal choices or perceived moral decisions of those experiencing homelessness, and that students were able to more strongly identify with an engineer’s duty to care for those experiencing homelessness. Full article
(This article belongs to the Special Issue Project-Based Learning in Integrated STEM Education)
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