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Education Sciences
Volume 15
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Educ. Sci., Volume 15, Issue 5 (May 2025) – 34 articles

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14 pages, 651 KiB  
Article
Institutional Belonging and Social Self-Efficacy as Predictors of Perceived Ostracism Among Preservice Teachers
by Anastasia Vatou, Maria Evangelou-Tsitiridou, Evridiki Zachopoulou and Vasilis Grammatikopoulos
Educ. Sci. 2025, 15(5), 552; https://doi.org/10.3390/educsci15050552 (registering DOI) - 29 Apr 2025
Abstract
The teaching profession is consistently ranked as one of the most stressful occupations worldwide, creating an urgent need for teacher education programmes to prepare highly skilled and reliant educators. Rooted in social cognitive theory, this study aims to explore preservice teachers’ social self-efficacy [...] Read more.
The teaching profession is consistently ranked as one of the most stressful occupations worldwide, creating an urgent need for teacher education programmes to prepare highly skilled and reliant educators. Rooted in social cognitive theory, this study aims to explore preservice teachers’ social self-efficacy beliefs and examine its associations with institutional belonging and perceived ostracism. Social self-efficacy describes one’s confidence in one’s ability to engage in interpersonal relationships, and institutional belonging reflects the extent to which one feels valued and accepted within an institution, while ostracism reflects one’s experience of social exclusion. Two hundred and seventy-one preservice teachers from Greece were recruited to participate in this study via convenience sampling. The measures used were the Perceived Social Self-Efficacy scale (PSSE), Institutional Belongness questionnaire (IB), and Workplace Ostracism Scale (WOS). The results of descriptive statistics showed that preservice teachers’ levels of sense of belonging and social self-efficacy were moderate to high, while they experienced low levels of perceived ostracism. The results of regression analyses indicated that institutional belonging positively correlated with social self-efficacy and negatively with perceived ostracism. The mediation analysis results demonstrated that social self-efficacy partially mediates the relationship between institutional belonging and perceived ostracism. Collectively, the findings highlight the importance of developing a supportive educational environment that promotes both a sense of belonging and efficacy beliefs. Enhancing these factors could support preservice teachers’ wellbeing and commitment to the profession and inform policies and practices that promote inclusive educational environments. Full article
(This article belongs to the Special Issue Strengths and Assets of the Early Childhood Workforce)
15 pages, 292 KiB  
Article
Evaluation of the Acquisition of Social Skills in ASD Students Under an Embedded Gamification Mode
by Noé Martín Palomino, César Bernal Bravo and Nerea Felgueras Custodio
Educ. Sci. 2025, 15(5), 551; https://doi.org/10.3390/educsci15050551 (registering DOI) - 29 Apr 2025
Abstract
The transformation of teaching methods has been enhanced by new methodologies, classroom practices, and materials. This work focuses on evaluation as a necessary element to improve the training process. The objective is to demonstrate the importance of a methodological and evaluation procedure supported [...] Read more.
The transformation of teaching methods has been enhanced by new methodologies, classroom practices, and materials. This work focuses on evaluation as a necessary element to improve the training process. The objective is to demonstrate the importance of a methodological and evaluation procedure supported by educational gamification carried out longitudinally. This serves as a guide for the comprehensive evaluation of social skills training with ASD students. The proposed design evaluates the acquisition of social skills and effective classroom performance based on the hours invested, measured through rubrics for cooperative tasks and tracking sheets. This non-probabilistic sample includes students aged 12 to 16 from a public Secondary Education center in Madrid. The study found that the proposed method was key in achieving objectives, highlighting the importance of creating evaluation processes that monitor the entire teaching/learning process beyond numerical grades. Full article
(This article belongs to the Section Special and Inclusive Education)
18 pages, 286 KiB  
Article
Exploring the Role Children’s Literature Plays in Preservice Teachers’ Curriculum-Making Capabilities: Designing Meaningful Lesson Sequences to Teach Writing
by Phillip Poulton and Deb Brosseuk
Educ. Sci. 2025, 15(5), 549; https://doi.org/10.3390/educsci15050549 (registering DOI) - 29 Apr 2025
Abstract
This study, conducted at a large metropolitan university in NSW, Australia, explores how children’s literature supports fourth-year preservice teachers’ (PSTs) curriculum-making capabilities in designing meaningful writing instruction. At a classroom level, curriculum-making involves the translation of curriculum into meaningful lesson sequences and is [...] Read more.
This study, conducted at a large metropolitan university in NSW, Australia, explores how children’s literature supports fourth-year preservice teachers’ (PSTs) curriculum-making capabilities in designing meaningful writing instruction. At a classroom level, curriculum-making involves the translation of curriculum into meaningful lesson sequences and is grounded in the interactions between the teacher, students, and content. Declining student engagement in writing and an increased emphasis on the teaching of isolated, mechanical skills are prevalent among English curricula in many countries. Thus, it is crucial to foster preservice teachers’ abilities to create and design engaging and purposeful writing experiences that motivate and inspire their students as writers. Through a qualitative data analysis of four PSTs’ reflections on completing a lesson sequencing assessment task, our findings reveal that children’s literature serves as a central driver supporting an interplay between their teacher choices, their understanding of student experience, and their awareness of the educational significance of the content and skills being taught. Using mentor texts, PSTs demonstrated strategic and fit-for-purpose pedagogical decisions that were aligned with students’ writing needs and saw consideration given to less segmented and decontextualised forms of writing instruction. This engagement enhanced PST’s understanding of and confidence in working as curriculum-makers who strive for more holistic approaches to writing instruction in their future classrooms. Full article
(This article belongs to the Special Issue Inspiring Engagement through Reading and Writing with Children’s Literature in Initial Teacher Education)
19 pages, 586 KiB  
Article
Leadership for Student Participation in Data-Use Professional Learning Communities
by Hilde Forfang, Cindy Louise Poortman, Mette Marit Jenssen and Kim Schildkamp
Educ. Sci. 2025, 15(5), 548; https://doi.org/10.3390/educsci15050548 (registering DOI) - 29 Apr 2025
Abstract
Student participation in educational decision making, for example, through data-informed decision making, can have a positive effect on student well-being, engagement, and performance. Teachers play a crucial role in student participation, and leadership is a main factor influencing teacher professional development, which can [...] Read more.
Student participation in educational decision making, for example, through data-informed decision making, can have a positive effect on student well-being, engagement, and performance. Teachers play a crucial role in student participation, and leadership is a main factor influencing teacher professional development, which can lead to improved experiences and outcomes for students. In this study, we aimed to combine the benefits associated with data-informed decision making with those associated with Professional Learning Communities. Moreover, we included students as PLC participants. This study therefore focuses on the question how school leaders can support teachers in connection with student participation in data-use PLCs. Based on previous research, we used leadership core functions needed for successful PLCs to describe school leaders’ roles in an approach to student participation that combines the pedagogical analysis model and Shier’s model for student participation. School leaders and teachers from five schools participating in the previous study were interviewed to describe school leaders’ roles. The findings show what concrete school leader activities can support teachers in connection with student participation in data-use PLCs and what implications this has for practice, policy, and further research. Full article
(This article belongs to the Special Issue Enhancing Educational Leadership and Management for Effective Education Policy Implementation)
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29 pages, 2792 KiB  
Article
Creating Everyday Spaces for Early Language and Literacy Learning: The Role of the Trusted Messenger
by Susan B. Neuman and Lauren Krieger
Educ. Sci. 2025, 15(5), 547; https://doi.org/10.3390/educsci15050547 (registering DOI) - 29 Apr 2025
Abstract
Studies have documented a striking rise in income inequality and opportunity gaps in young children’s access to literacy. Recognizing the need, this study examines the local laundromat as an organizational broker and how specially designed spaces within this setting may support children’s literacy-related [...] Read more.
Studies have documented a striking rise in income inequality and opportunity gaps in young children’s access to literacy. Recognizing the need, this study examines the local laundromat as an organizational broker and how specially designed spaces within this setting may support children’s literacy-related activities in under-served neighborhoods. Three laundromats in neighborhoods were examined. This year-long study examined changes in children’s activities resulting from the design changes alone, and subsequent changes when trusted messengers from the neighborhood supported their culturally and linguistically diverse traditions. The results suggest that everyday spaces in neighborhoods can serve as cultural niches that become important sites for learning. Full article
(This article belongs to the Special Issue Language and Literacy Education in the Early Years: Practices and Principles for Dynamic and Diverse Contexts)
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29 pages, 1348 KiB  
Article
Supporting Families and Professionals to Understand the Role of Hearing Technologies for Students Who Are Deaf or Hard of Hearing
by Pam Millett and Imran Mulla
Educ. Sci. 2025, 15(5), 546; https://doi.org/10.3390/educsci15050546 (registering DOI) - 29 Apr 2025
Abstract
The use of hearing technology is one of the most effective strategies for providing access to spoken language and the auditory environment for students who are deaf or hard of hearing. In recent years, rapid advancements in hearing technologies have significantly improved access [...] Read more.
The use of hearing technology is one of the most effective strategies for providing access to spoken language and the auditory environment for students who are deaf or hard of hearing. In recent years, rapid advancements in hearing technologies have significantly improved access to spoken languages for learners of all ages. As part of the Special Issue “Educating Deaf Students in the 21st Century: A Changed and Changing Context”, this article describes how changes in hearing technology are related to changes in where and how students who are deaf or hard of hearing are educated. This article is designed to provide a foundation of knowledge about today’s hearing technologies for families, educators, and professionals such as speech–language pathologists or early childhood educators who support families and students. It provides an overview of hearing technology options, how they are prescribed and fit, and how benefits for language and literacy development can be evaluated. Barriers to effective use and future directions for hearing technologies are also described. The section “Highlights for Educators and Families” in the article discusses the practical application of this information to the work of those supporting students who are deaf or hard of hearing at home, at school, and in the community. Full article
(This article belongs to the Special Issue Educating Deaf Students in the 21st Century: A Changed and Changing Context)
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20 pages, 555 KiB  
Article
The Impact of Movement-Integrated Instruction on Physical Literacy Development in Elementary Students
by Hyukjun Son
Educ. Sci. 2025, 15(5), 545; https://doi.org/10.3390/educsci15050545 (registering DOI) - 28 Apr 2025
Abstract
This study examines the effects of implementing a movement-integrated instruction (MII) program in third-grade mathematics classes with a focus on students’ mathematical learning outcomes and physical literacy development. The program was designed using the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional model [...] Read more.
This study examines the effects of implementing a movement-integrated instruction (MII) program in third-grade mathematics classes with a focus on students’ mathematical learning outcomes and physical literacy development. The program was designed using the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional model and was implemented in a public elementary school in South Korea. While the primary instructional emphasis was placed on improving mathematical concept comprehension and problem solving, the study also evaluated outcomes in three core areas of physical literacy: physical competence, motivation and confidence, and knowledge and understanding of physical activity. A descriptive qualitative approach was adopted and supplemented with quantitative data. The data sources included classroom observations, learning artifacts, teacher reflections, semi-structured interviews, and structured student surveys. The results showed that 82.6% of students reported improved bodily control and coordination, while 75.4% indicated that they used skills acquired through physical education (PE) to solve math problems. Student work demonstrated an increasing use of multi-step reasoning, diagrammatic representations, and contextual explanations, suggesting that embodied learning reinforces both cognitive engagement and physical development. Although challenges related to time, space, and varying motor abilities were encountered, they were addressed through interdisciplinary integration and differentiated instructional strategies. This study provides empirical support for MII as a pedagogical model that effectively bridges academic learning and physical development, and offers practical recommendations for broader applications in elementary education. Full article
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12 pages, 218 KiB  
Article
Internationalization, Diplomacy, and Beyond: Considering Studying Abroad as a Medium of Learning Through the Lens of Cultural Studies and Public Pedagogy
by Sae Shimauchi
Educ. Sci. 2025, 15(5), 544; https://doi.org/10.3390/educsci15050544 (registering DOI) - 28 Apr 2025
Abstract
Studying abroad has been emphasised to increase the cultural influence of sending countries and promote international understanding. This study re-examines study abroad as part of the internationalisation of higher education, using concepts of soft power, knowledge diplomacy, public diplomacy, and cultural diplomacy. Specifically, [...] Read more.
Studying abroad has been emphasised to increase the cultural influence of sending countries and promote international understanding. This study re-examines study abroad as part of the internationalisation of higher education, using concepts of soft power, knowledge diplomacy, public diplomacy, and cultural diplomacy. Specifically, the study highlights the limitations of the conceptual frameworks of ‘nation’ and ‘formal educational opportunities’ in studying abroad, and discusses a perspective on learning that goes beyond the physical space of the university and the formal educational opportunity. Furthermore, this study considers cultural studies and a public pedagogy perspective to examine where and how studying abroad and international learning can occur. Therefore, this research aims to provide a more interdisciplinary perspective on higher education research surrounding the phenomenon of studying abroad, and to examine the academic boundaries that define the field of research on the internationalisation of higher education. The paper concludes that studying abroad and international education should be reconsidered as a ‘medium’ that promotes cross-border learning by understanding culture and social structure. Full article
(This article belongs to the Special Issue International Higher Education: Knowledge, Culture and Public Diplomacy)
18 pages, 299 KiB  
Article
Educational Connections: Museums, Universities, and Schools as Places of Supplementary Learning
by Mᵃ Dolores Soto-González, Ricard Huerta and Ramona Rodríguez-López
Educ. Sci. 2025, 15(5), 543; https://doi.org/10.3390/educsci15050543 (registering DOI) - 28 Apr 2025
Viewed by 29
Abstract
This study explores current and potential connections between museums, schools, and universities. It is based on 18 expert interviews with representatives from 19 institutions, conducted between 2015 and 2024, to assess feasibility and gather ideas for improving communication and collaboration between these educational [...] Read more.
This study explores current and potential connections between museums, schools, and universities. It is based on 18 expert interviews with representatives from 19 institutions, conducted between 2015 and 2024, to assess feasibility and gather ideas for improving communication and collaboration between these educational institutions. Of the 19 participating institutions, 17 are Hispanic. The study is further enriched by interviews with two experts from Brazil and France, who collaborate within the Spanish university sector. This qualitative research uses interviews to analyze the key opinions of its participants, from both an analytical and propositional perspective. Five analytical categories are defined to extract and organize the final results: museum conceptualization, institutional relationships, collaboration strategies, pedagogical and methodological approaches, and transformation and development. The findings underscore the importance and feasibility of interinstitutional cooperation. The value of creating convergent narratives and developing collaborative and egalitarian projects is highlighted. The study suggests viewing museum as spaces with high educational potential, social function, and research capacity. The key lies in mediating cognitive/esthetic proposals; and educational approaches, fostering new perspectives and interconnections. This seeks to create a network of relationships that strengthens the bond between these three institutions, enhancing their joint educational impact. Full article
16 pages, 931 KiB  
Article
Integrating Human-Centered Design into Undergraduate STEM Capstone Courses: A Food Product Development Case Study
by Saadeddine Shehab, Dawn Bohn, Lucas O’Bryan, LuEttaMae Lawrence and Mike Tissenbaum
Educ. Sci. 2025, 15(5), 542; https://doi.org/10.3390/educsci15050542 (registering DOI) - 28 Apr 2025
Viewed by 145
Abstract
This study examines the integration of human-centered design (HCD) in a Food Science capstone course and explores its impact on students’ learning outcomes and skill development. This case study investigated how 42 undergraduate students engaged with HCD processes—including understanding, synthesizing, ideating, prototyping, and [...] Read more.
This study examines the integration of human-centered design (HCD) in a Food Science capstone course and explores its impact on students’ learning outcomes and skill development. This case study investigated how 42 undergraduate students engaged with HCD processes—including understanding, synthesizing, ideating, prototyping, and implementing—to develop innovative food products. Through pre- and post-surveys, interaction analysis, and performance assessments, the findings revealed that HCD activities significantly enhanced students’ knowledge, collaboration, creativity, and metacognitive skills. Additionally, students demonstrated improved food science competencies, such as product formulation and sensory evaluation. This study highlights the benefits of embedding HCD within STEM curricula to foster authentic, interdisciplinary learning experiences. The findings provide evidence-based recommendations for scaling HCD integration in applied STEM courses, emphasizing the need for structured scaffolds and iterative feedback to maximize learning outcomes. Full article
(This article belongs to the Special Issue Advancing Science Learning through Design-Based Learning)
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19 pages, 253 KiB  
Article
Shaping Inclusive Classrooms: Key Factors Influencing Teachers’ Attitudes Toward Inclusion of Students with Special Needs
by Carmit Gal, Chen Hanna Ryder, Shani Raveh Amsalem and Oshrat On
Educ. Sci. 2025, 15(5), 541; https://doi.org/10.3390/educsci15050541 (registering DOI) - 27 Apr 2025
Viewed by 152
Abstract
This study investigates factors influencing Israeli teachers’ attitudes toward including students with special needs in mainstream classrooms following recent reforms. Using an interpretive phenomenological approach, 40 female mainstream teachers who attended a special education workshop were interviewed. The research reveals general support for [...] Read more.
This study investigates factors influencing Israeli teachers’ attitudes toward including students with special needs in mainstream classrooms following recent reforms. Using an interpretive phenomenological approach, 40 female mainstream teachers who attended a special education workshop were interviewed. The research reveals general support for inclusive education but significant concerns about preparedness, institutional support, and managing diverse needs. Four main themes emerged: nuanced support for inclusive education, factors influencing self-efficacy, key determinants of successful inclusion, and challenges based on disability severity. The findings emphasize the importance of comprehensive training, adequate institutional backing, and teacher self-efficacy in implementing inclusive practices. The study provides insights into the complex landscape of inclusive education in Israel, offering guidance for policymakers, educators, and school leaders. It highlights the need for targeted professional development, collaborative approaches, and systemic policy alignment to improve inclusion implementation. Full article
(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)
18 pages, 1109 KiB  
Article
Effects of a School Internship on Situation-Specific Skills for an Inclusive PE—Evaluation of a PETE Concept for Prospective PE Teachers
by Jan Erhorn, Wiebke Langer, André Meister, Katharina Pöppel and Daniel Wirszing
Educ. Sci. 2025, 15(5), 540; https://doi.org/10.3390/educsci15050540 (registering DOI) - 27 Apr 2025
Viewed by 136
Abstract
The development of situation-specific skills in prospective physical education (PE) teachers is crucial for effective inclusive PE. While research emphasizes the need for such competencies, there is a gap in understanding how school internships contribute to their development. The present study evaluates the [...] Read more.
The development of situation-specific skills in prospective physical education (PE) teachers is crucial for effective inclusive PE. While research emphasizes the need for such competencies, there is a gap in understanding how school internships contribute to their development. The present study evaluates the impact of a teaching sequence, combining a seminar with a supervised school internship, on the situation-specific skills of prospective PE teachers in inclusive PE. Building on the Qualification of Prospective PE Teachers for Inclusive PE (QiPE) project, this study employs a quasi-experimental longitudinal design with an intervention group (IG) and a control group (CG) across three measurement points (t0, t1, t2). The intervention consists of a university seminar (t0–t1) followed by a supervised school internship (t1–t2). Situation-specific skills are assessed using three scales—Recognition; Individual Support; and Participation—developed based on video-recorded PE lessons and expert evaluations. Statistical analyses include mixed-model ANOVAs and robust Welch’s tests to determine the effectiveness of each intervention phase. The seminar (t0–t1) significantly improved situation-specific skills in the IG across all three scales: Recognition (η2p = 0.17), Individual Support (η2p = 0.04), and Participation (η2p = 0.13). The supervised internship (t1–t2) showed a sustained effect for Participation, stabilized the effect for Recognition, but led to a slight decrease in Individual Support. A teaching sequence combining a seminar and a school internship can effectively promote situation-specific skills for inclusive PE, with the seminar demonstrating a strong initial impact. The supervised school internship particularly enhances skills related to Participation. Further research is needed to optimize the internship component, especially for Individual Support, and to explore the influence of mentor support and beliefs on skill development. Full article
(This article belongs to the Special Issue Equity and Inclusion in Physical Education: Challenging Power Structures and Fostering Equal Opportunities for Diverse Students)
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25 pages, 6354 KiB  
Systematic Review
The Impact of Artificial Intelligence on Inclusive Education: A Systematic Review
by Verónica-Alexandra Melo-López, Andrea Basantes-Andrade, Carla-Belén Gudiño-Mejía and Evelyn Hernández-Martínez
Educ. Sci. 2025, 15(5), 539; https://doi.org/10.3390/educsci15050539 (registering DOI) - 27 Apr 2025
Viewed by 175
Abstract
Artificial intelligence (AI) is regarded as a pivotal instrument in the realm of inclusive education, offering a means to enhance accessibility and personalize learning experiences for students with disabilities. This study presents a comprehensive and systematic review of the impact of AI on [...] Read more.
Artificial intelligence (AI) is regarded as a pivotal instrument in the realm of inclusive education, offering a means to enhance accessibility and personalize learning experiences for students with disabilities. This study presents a comprehensive and systematic review of the impact of AI on inclusive education, elucidating both its advantages and the challenges associated with its implementation. In accordance with the PRISMA guidelines, studies published between 2021 and 2024 in databases including Scopus, Web of Science, ScienceDirect, and ERIC were subjected to analysis. A bibliometric analysis was conducted using Bibliometrix to identify key trends, and ATLAS.ti was employed to organize topics such as accessibility, personalization, and ethics. The findings demonstrate that AI enhances accessibility through the provision of adapted materials, including image descriptions for visually impaired students and audio transcripts for those with hearing impairments. Furthermore, it alleviates the administrative burden on educators, enabling them to prioritize pedagogical guidance. Nevertheless, several obstacles persist, including a dearth of AI training, inadequate infrastructure, and ethical concerns regarding privacy and equitable access to technology. Ultimately, AI holds immense promise for enhancing inclusive education and fostering greater accessibility. However, its success hinges on surmounting these challenges. This study underscores the necessity for policies and strategies that ensure the ethical and sustainable utilization of AI in inclusive environments. Full article
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27 pages, 769 KiB  
Article
“But Who Eats the Mosquitos?”: Deaf Learners’ Language Use and Translanguaging During STEAM Discussions
by Jessica Scott, Patrick Enderle, Scott Cohen, Jasmine Smith and Reagan Hutchison
Educ. Sci. 2025, 15(5), 538; https://doi.org/10.3390/educsci15050538 (registering DOI) - 27 Apr 2025
Viewed by 84
Abstract
Science, technology, engineering, arts, and mathematics (STEAM) education represents an array of fields that have significant promise for the future careers of students. However, in deaf education, little research has been conducted to understand how best to provide access to STEAM learning opportunities [...] Read more.
Science, technology, engineering, arts, and mathematics (STEAM) education represents an array of fields that have significant promise for the future careers of students. However, in deaf education, little research has been conducted to understand how best to provide access to STEAM learning opportunities for deaf students. This manuscript explores STEAM learning and Deaf Education through the lens of translanguaging. Translanguaging is the use of multiple linguistic resources by multilingual individuals. The authors recorded deaf teens attending a STEAM camp as they engaged in a collaborative problem-solving activity to explore the language resources they used to make sense of and communicate their understanding of the problem during various stages of the activity (gathering information, generating ideas, and evaluating ideas). We viewed their interactions through a translanguaging lens. We found that the campers used an array of both language-based (ASL, spoken English, gesture, and fingerspelling) and tool-based (writing on a whiteboard, engaging with informational papers, using computers or phones) translanguaging activities to gather information and communicate with one another. While selection of language resources did not differ by activity stage, they did differ by group, suggesting that campers were sensitive to the communication needs of their group mates. Full article
(This article belongs to the Special Issue Full STEAM Ahead! in Deaf Education)
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23 pages, 701 KiB  
Article
Centering Relationships in Leadership Preparation
by Kara Lasater and John C. Pijanowski
Educ. Sci. 2025, 15(5), 537; https://doi.org/10.3390/educsci15050537 (registering DOI) - 27 Apr 2025
Viewed by 136
Abstract
Relationships are central to the work of school leaders; however, little is currently known about how leadership preparation programs provide learning experiences for students which develop their relational abilities and orient them to adopt a relational stance in their work. The purpose of [...] Read more.
Relationships are central to the work of school leaders; however, little is currently known about how leadership preparation programs provide learning experiences for students which develop their relational abilities and orient them to adopt a relational stance in their work. The purpose of this paper is to fill this knowledge void by describing leadership preparation experiences provided through the IMPACT program. Specifically, we describe the IMPACT program and present the unique program features which exemplify how leadership preparation programs can create meaningful learning opportunities to achieve the following: (a) equipping students with the knowledge and skills needed to foster transformative relationships withing their school communities; (b) nurturing students’ holistic development and well-being. Program features include university–school–community partnerships, student recruitment and selection, cohort model, leadership seminars, the curriculum and pedagogy, internship experiences, student mentoring and coaching, and post-graduation support. We use the literature on caring, compassionate school leadership, leader preparation, and mentorship to frame our discussion. Finally, we offer recommendations which enable leadership preparation programs to capitalize on the power of relationships in leaders’ development and, more broadly, school improvement processes. Full article
(This article belongs to the Special Issue Strengthening Educational Leadership Preparation and Development)
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17 pages, 1118 KiB  
Article
Impact of University Reputation and Academic Quality on University Selection Among Vietnamese Postgraduate Students: A Moderation Analysis of Gender
by Azadeh Amoozegar, Ly Bao Duy Nguyen, Hariharan N. Krishnasamy, Boonyarit Omanee and Asokan Vasudevan
Educ. Sci. 2025, 15(5), 536; https://doi.org/10.3390/educsci15050536 (registering DOI) - 27 Apr 2025
Viewed by 86
Abstract
This study investigated the phases involved in postgraduates’ decision-making process when selecting a university in Vietnam. By analyzing the key factors that influence these decisions, the research provides insights into how these elements impact students’ university choices, offering a deeper understanding of enrolment [...] Read more.
This study investigated the phases involved in postgraduates’ decision-making process when selecting a university in Vietnam. By analyzing the key factors that influence these decisions, the research provides insights into how these elements impact students’ university choices, offering a deeper understanding of enrolment behavior in the Vietnamese educational context. The survey was conducted by gathering quantitative data. With an emphasis on gender moderating university choice decisions, a 16-item questionnaire was used to measure university reputation and academic quality. Utilizing a quantitative approach, data were collected from a sample of postgraduate students and analyzed using Structural Equation Modeling (SEM) via SmartPLS 4. The results reveal that both university reputation and academic quality significantly influence university choice decisions. However, the moderating effect of gender on these relationships was found to be insignificant. These findings contribute to the limited literature on higher education marketing in Vietnam, particularly concerning postgraduate students, and offer valuable insights for university administrators. This study is in line with SDG 5 (Gender Equality), which includes topics like gender parity, inclusive participation, and gender equity, and SDG 4 (Quality Education), which highlights the significance of academic quality and reputation when choosing a university. Full article
(This article belongs to the Special Issue International Higher Education: Knowledge, Culture and Public Diplomacy)
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25 pages, 1011 KiB  
Article
Prepared to Ensure Quality Education for All? A Comparative Study of Pre-Service Teachers’ Self-Efficacy for Inclusion in Spain and the United States
by Cristina Miralles-Cardona, María-Cristina Cardona-Moltó, Renáta Tichá and Brian H. Abery
Educ. Sci. 2025, 15(5), 535; https://doi.org/10.3390/educsci15050535 (registering DOI) - 26 Apr 2025
Viewed by 200
Abstract
The 2030 Agenda for Sustainable Development calls for quality, inclusive education for all through Sustainable Development Goal 4 (SDG 4). Given the central role of teachers in achieving this goal, this study examined (1) whether pre-service elementary teachers develop self-efficacy for inclusive teaching [...] Read more.
The 2030 Agenda for Sustainable Development calls for quality, inclusive education for all through Sustainable Development Goal 4 (SDG 4). Given the central role of teachers in achieving this goal, this study examined (1) whether pre-service elementary teachers develop self-efficacy for inclusive teaching by graduation and (2) whether self-efficacy varies according to the type of teacher education program (general vs. dual) and the opportunities provided to learn inclusive teaching strategies. Using a non-experimental, cross-sectional comparative design, we surveyed 330 pre-service elementary teachers in the United States and Spain, enrolled in two distinct teacher education pathways. Participants completed the Teacher Self-Efficacy for Inclusive Practice (TEIP) and Opportunity to Learn to Teach Inclusively (OLTI) scales. Results revealed moderate levels of self-efficacy for inclusive teaching overall. Spanish participants in general teacher education programs reported significantly lower self-efficacy than U.S. participants in dual certification programs. Regardless of program type, those with greater opportunities to learn inclusive teaching strategies reported significantly higher self-efficacy. Notably, opportunity to learn was found to moderate the relationship between program type and self-efficacy. These findings highlight the critical role of practice-based opportunities in developing teachers’ confidence in inclusive education. Embedding such opportunities in teacher preparation is essential for advancing sustainable, inclusive education systems worldwide. Full article
(This article belongs to the Special Issue Innovation, Didactics, and Education for Sustainability)
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18 pages, 1790 KiB  
Article
Influence on Students’ Learning in a Problem- and Project-Based Approach to Implement STEM Projects in Engineering Curriculum
by José Gutierrez-Berraondo, Edurne Iturbe-Zabalo, Nerea Arregi and Jenaro Guisasola
Educ. Sci. 2025, 15(5), 534; https://doi.org/10.3390/educsci15050534 (registering DOI) - 26 Apr 2025
Viewed by 138
Abstract
In recent decades, a transformation in university-level engineering programs has been proposed, shifting towards active, student-centered teaching approaches such as problem- and project-based learning (P2BL). At the same time, interdisciplinary STEM education has taken on a central role in engineering instruction [...] Read more.
In recent decades, a transformation in university-level engineering programs has been proposed, shifting towards active, student-centered teaching approaches such as problem- and project-based learning (P2BL). At the same time, interdisciplinary STEM education has taken on a central role in engineering instruction by fostering connections between different disciplines and enhancing the use of scientific skills. In this article, we present the design, implementation, and evaluation of a new curriculum that integrates the P2BL approach within an integrated STEM framework in the Process and Product Innovation Engineering degree at the Dual Engineering School—IMH Campus. We focus on one of the key teaching materials we have developed to structure an approach based on problem- and project-based learning: the long-term interdisciplinary STEM (iSTEM) project. This initiative has been implemented over the past three years in the first semester of the first year of the engineering degree program. We describe its design and execution, followed by an analysis of the evaluation methodology and results in relation to the defined learning objectives. Additionally, we present the evaluation tools used and the findings obtained, assessing both the iSTEM project’s ability to engage students in learning the subject and its impact on their knowledge development. The findings obtained from the various assessment instruments indicate that the implementation of the P2BL teaching methodology enables students to apply core engineering skills in problem-solving, while simultaneously fostering a deep understanding of the concepts, laws, and models from the different disciplines involved. Notably, the results also suggest that the development and application of engineering skills is a gradual process that requires time. Therefore, it is essential for students to continue engaging with the P2BL approach throughout their undergraduate studies. Full article
(This article belongs to the Special Issue Problem-Based Learning in Science Education: Achievements, Pitfalls and Ways Forward, 2nd Edition)
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20 pages, 1073 KiB  
Article
Parents as Allies: Innovative Strategies for (Re)imagining Family, School, and Community Partnerships
by Emily Markovich Morris and Yu-Ling Cheng
Educ. Sci. 2025, 15(5), 533; https://doi.org/10.3390/educsci15050533 - 25 Apr 2025
Viewed by 90
Abstract
Research conducted during the COVID-19 pandemic in rural, urban, and suburban public schools in southwestern Pennsylvania indicated that families and school educators and leaders had different views on education and that more needed to be done to build family, school, and community partnerships. [...] Read more.
Research conducted during the COVID-19 pandemic in rural, urban, and suburban public schools in southwestern Pennsylvania indicated that families and school educators and leaders had different views on education and that more needed to be done to build family, school, and community partnerships. The Parents as Allies Partnership, a collective of community, education, and research institutions, emerged out of this study and has led the co-creation of a human-centered design process with school teams on how to radically reimagine and support family, school, and community collaboration in southwestern Pennsylvania. Through the human-centered design process, teams of families, teachers, staff, and school leaders develop innovative solutions together to address pressing needs they identify in their communities. This article details this community-building process alongside case studies of three schools and how they have used the research to launch deeper and more inclusive and equitable familycentric partnership practices. This study challenges educators, researchers, and parent organizations to think differently about family, school, and community engagement and provides an evidence-based process to apply in their own contexts. Full article
(This article belongs to the Special Issue A Familycentric Approach to Schooling: What It Is, What It Takes, What It Looks Like)
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26 pages, 1768 KiB  
Article
Managing Stress During Long-Term Internships: What Coping Strategies Matter and Can a Workbook Help?
by Hanna-Sophie Homann and Timo Ehmke
Educ. Sci. 2025, 15(5), 532; https://doi.org/10.3390/educsci15050532 (registering DOI) - 25 Apr 2025
Viewed by 85
Abstract
The unique demands of teaching contribute to elevated stress levels among educators worldwide. Equipping teachers with adaptive coping skills is increasingly important. However, there is a gap in understanding which coping strategies are essential for pre-service teachers and how universities can best promote [...] Read more.
The unique demands of teaching contribute to elevated stress levels among educators worldwide. Equipping teachers with adaptive coping skills is increasingly important. However, there is a gap in understanding which coping strategies are essential for pre-service teachers and how universities can best promote them. This study examines pre-service teachers’ coping strategies during a long-term internship and evaluates a low-threshold intervention to enhance stress management and self-care. Three seminar groups were randomly assigned to the experimental group (n = 54), while the remainder formed the control group (n = 119). The experimental group received a self-directed workbook at the start of their internship and three brief face-to-face sessions during accompanying seminars. The workbook modules and seminars guided the pre-service teachers in identifying stressors, developing coping skills, and utilizing personal resources. Data were collected before and after the 18-week internship, measuring well-being, internship-related stressors, and coping strategies. Structural equation modeling showed that positive self-instruction and rumination significantly predicted well-being at the internship’s end, reducing or increasing stress from the internship. Despite the positive response of the pre-service teachers, the workbook did not have an impact. However, the results provide clear implications for the design of future interventions in this area. This study highlights the need for universities to integrate stress management into their curricula. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
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19 pages, 278 KiB  
Article
The Behavior Specialist in Inclusive Schools: Navigating Power, Support, and Intervention for Behaviours of Concern
by Miriam Colum and Shauna Cullen
Educ. Sci. 2025, 15(5), 531; https://doi.org/10.3390/educsci15050531 - 25 Apr 2025
Viewed by 147
Abstract
Behaviors of concern (BoC) may be defined as persistent behaviors that impact the daily functioning and learning of children. They are behaviors that could pose a risk to their own safety or the safety of others. Supporting children with BoC is vital for [...] Read more.
Behaviors of concern (BoC) may be defined as persistent behaviors that impact the daily functioning and learning of children. They are behaviors that could pose a risk to their own safety or the safety of others. Supporting children with BoC is vital for student learning, success, and inclusion in both mainstream and special settings. Traditionally, the onus has been on the teacher to support and manage a classroom and all behaviors within that classroom. However, with an increase in BoC impacting school and class activities, targeted support in schools has become more common. Many factors have accelerated this shift, particularly the rise of burnout, lack of confidence, and aggressive behavior in schools, particularly in special school settings. The current study, through a Foucauldian power/knowledge and disciplinary theory paradigm, investigated whether having one specialist in the school aids the children and staff. A focused case study was conducted via seven semi-structured interviews with staff at one special school in the Republic of Ireland (RoI) with a full-time behavior specialist (BS) on site. The findings revealed that (1) the role of the BS is based on identifying BoC and implementing support, (2) having a behavior specialist is key for supporting children and staff in schools, (3) support and interventions are more sustainable once there is the presence of a specialist, and (4) challenges such as a lack of space, inadequate funding, large caseloads, staff shortages, and lack of time are a reality in the school setting. The main conclusion derived from this study is that having a BS in the school has a positive impact on the children, staff, and attitudes, providing both practical and pastoral power, which are essential for effective inclusive practices. Full article
(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)
23 pages, 272 KiB  
Article
A Phenomenological Exploration of Academically Gifted Individuals Who Are Deaf or Hard of Hearing
by Ophélie Allyssa Desmet, Sofia Ippolito, Jenna Herren and Sophia Guzman-Roman
Educ. Sci. 2025, 15(5), 530; https://doi.org/10.3390/educsci15050530 - 25 Apr 2025
Viewed by 173
Abstract
Academically gifted individuals who are Deaf or hard of hearing (DHH) represent a unique intersection of identities that can significantly affect various aspects of their lives. This qualitative phenomenological study explored the lived experiences of academically gifted DHH individuals to gain insights into [...] Read more.
Academically gifted individuals who are Deaf or hard of hearing (DHH) represent a unique intersection of identities that can significantly affect various aspects of their lives. This qualitative phenomenological study explored the lived experiences of academically gifted DHH individuals to gain insights into their unique challenges and strengths. Semi-structured interviews were conducted with 10 participants (ages 21–85) who self-identified as both academically gifted and DHH. Interpretative phenomenological analysis of the participants’ experiences revealed themes such as resilience, self-acceptance, family support, educational accommodations, and social challenges. The participants demonstrated remarkable adaptability in navigating both academic and social environments, often developing innovative coping strategies. These findings highlight the need for tailored educational approaches and support systems that recognize and nurture the potential of gifted DHH students. Full article
(This article belongs to the Special Issue Critical Issues and Practices in Gifted Education)
16 pages, 1123 KiB  
Article
Integrating Mental Health in Curriculum Design: Reflections from a Case Study in Sport, Exercise, and Health Science
by Jackie Hargreaves, Belinda Cooke and Jim McKenna
Educ. Sci. 2025, 15(5), 529; https://doi.org/10.3390/educsci15050529 - 25 Apr 2025
Viewed by 97
Abstract
The rise of mental health concerns in today’s Higher Education (HE) students is a growing concern. Integrating mental health principles into curricular design can enhance the student experience and improve outcomes such as continuation, completion, and success. This paper aims to integrate mental [...] Read more.
The rise of mental health concerns in today’s Higher Education (HE) students is a growing concern. Integrating mental health principles into curricular design can enhance the student experience and improve outcomes such as continuation, completion, and success. This paper aims to integrate mental health guidance into the design of a revalidated curriculum in sport, exercise, and health sciences. A further aim is to provide recommendations for future mentally healthy curricular design. A case study design exploring how mental health does, and might, feature across curricula was undertaken, employing a qualitative methodology. A range of stakeholders, including students, participated in workshops, interviews, and revalidation events over a 4-month period. The analysis and interpretation of the resulting transcripts proposed two main lines of action; ‘building students’ (centring on helping them navigate the nuances of the academic process and developing confidence in their university self, for example, through systematic scaffolding) and ‘building connections’ (focusing on enhancing social connections and psychological safety, for example learning student names). Recommendations proposed by this research highlight that induction should be primarily social, progressing to more fundamental skills, behaviours, and knowledge. Systematic scaffolding and mapping of relevant skills, behaviours, and knowledge throughout the course are fundamental to building students’ confidence. This could reduce both academic staff and students’ frustrations about a lack of ‘know-how’. Staff–student interactions and a focus on micro-behaviours could further enhance a student’s sense of belonging and desire to engage. Full article
(This article belongs to the Special Issue Addressing Mental Health and Well-Being in Higher Education: Insights from Educational Psychology)
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14 pages, 458 KiB  
Article
Fostering the Four C’s: A Gendered Perspective on Technology Use in STEAM Education
by Eva Ulbrich, Mathias Tejera, Angelika Schmid, Barbara Sabitzer and Zsolt Lavicza
Educ. Sci. 2025, 15(5), 528; https://doi.org/10.3390/educsci15050528 - 25 Apr 2025
Viewed by 151
Abstract
The integration of 3D modeling and printing (3DMP) into STEAM education has the potential to foster 21st-century skills, including creativity, critical thinking, collaboration, and communication (the four C’s). This study investigates whether gender influences the use of 3DMP among pre-service mathematics teachers and [...] Read more.
The integration of 3D modeling and printing (3DMP) into STEAM education has the potential to foster 21st-century skills, including creativity, critical thinking, collaboration, and communication (the four C’s). This study investigates whether gender influences the use of 3DMP among pre-service mathematics teachers and how this technology supports the creation of meaningful STEAM learning experiences. Over 100 project documentations from Austrian university students were analyzed, evaluating their potential to promote the four C’s and their transdisciplinary connections. Results indicate minimal gender differences, with both male and female participants incorporating technical, artistic, and creative elements into their projects. These findings challenge stereotypes about technology as a male domain and suggest that integrating emerging technologies such as 3DMP into teacher training inherently supports gender-neutral outcomes, promoting inclusivity and equity in STEAM education without requiring explicit gender-focused interventions. The study contributes to ongoing discussions about gender perceptions and technology integration in education, offering insights into fostering inclusive and equitable STEAM teaching practices. Full article
(This article belongs to the Special Issue Impact of Integrated STEAM Education)
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13 pages, 554 KiB  
Article
Evaluating the Impact of a Laboratory-Based Program on Children’s Coordination Skills Using the MABC-2
by Sara Aliberti, Tiziana D’Isanto and Francesca D’Elia
Educ. Sci. 2025, 15(5), 527; https://doi.org/10.3390/educsci15050527 - 24 Apr 2025
Viewed by 89
Abstract
The aim of this study was to verify the effects of laboratory learning on children’s fundamental movement skills (FMS) through an intervention designed and implemented by specially trained generalist teachers. A total of 114 children attending 1st and 2nd grade of primary school [...] Read more.
The aim of this study was to verify the effects of laboratory learning on children’s fundamental movement skills (FMS) through an intervention designed and implemented by specially trained generalist teachers. A total of 114 children attending 1st and 2nd grade of primary school (6.7 ± 0.8 yo) and 28 children attending preschool (4.1 ± 0.9 yo) in Naples (Italy) participated in the study. To assess FMS, the Movement ABC-2 (MABC-2) was administered. A two-way ANOVA for repeated measures was used to compare data. The laboratory was effective in improving coordination in primary school children, with a significant reduction in medium/severe movement difficulties from 23.7% to 12.4%. The results showed significant changes in the execution time of several MABC-2 tests, indicating an improvement in FMS, particularly hand-eye coordination and dynamic balance. However, the intervention was less effective in preschool children, with a limited improvement of 2.9%, highlighting that the intervention only had an impact on some specific skills. Targeted interventions can be effective in improving FMS, providing a basis for educational programs that respond to movement needs of students. Full article
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19 pages, 620 KiB  
Article
Teachers’ Beliefs About Mentoring Practices in Nigeria’s Public School System: A Proposed Framework to Curb Teacher Attrition
by Michael Ifarajimi, Stephen Bolaji, Jon Mason and Sulay Jalloh
Educ. Sci. 2025, 15(5), 526; https://doi.org/10.3390/educsci15050526 - 24 Apr 2025
Viewed by 131
Abstract
This study explores teachers’ perceptions of mentoring practices and their impacts on teacher retention in Nigeria’s public schools, where 60% of teachers leave the profession within their first five years due to inadequate mentorship support. Using a mixed-methods approach, this study surveyed 200 [...] Read more.
This study explores teachers’ perceptions of mentoring practices and their impacts on teacher retention in Nigeria’s public schools, where 60% of teachers leave the profession within their first five years due to inadequate mentorship support. Using a mixed-methods approach, this study surveyed 200 teachers and conducted 45 semi-structured interviews across Nigeria’s southwest and north–central regions. The findings revealed that mentoring programs exist, but most programs are informal and lack structure, leaving beginning teachers unsupported. A shared belief among the participants was that structured mentorship can reduce burnout and improve professional confidence and directly impacts retention rates. In response to these gaps, this study proposes a structured mentorship program, including a defined mentor-to-mentee ratio (1:3 to 1:5), formalised mentoring sessions, regular assessments, and a program duration of one academic year. The proposed framework aims to provide consistent support, improve teacher retention, and enhance professional development. This study recommends piloting this mentorship framework in select schools and implementing it nationwide to address teacher attrition and improve the Nigerian education system. Full article
(This article belongs to the Special Issue Addressing Challenges in Teacher Preparation for Transformative Education)
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18 pages, 338 KiB  
Review
Unlocking Career Potential: How Micro-Credentials Are Revolutionising Higher Education and Lifelong Learning
by Kelum A. A. Gamage and Shyama C. P. Dehideniya
Educ. Sci. 2025, 15(5), 525; https://doi.org/10.3390/educsci15050525 - 24 Apr 2025
Viewed by 181
Abstract
Micro-credentials (MCs) emerged as a powerful tool to advance employability and lifelong learning while opening opportunities for diverse career directions for individuals. They are generally short programmes and have a specific focus on developing complementary skills in a particular area of interest for [...] Read more.
Micro-credentials (MCs) emerged as a powerful tool to advance employability and lifelong learning while opening opportunities for diverse career directions for individuals. They are generally short programmes and have a specific focus on developing complementary skills in a particular area of interest for the learner. This paper presents a critical narrative review exploring the transformative potential of micro-credentials, which provide targeted, flexible, and accessible pathways for skill development and career advancement. It examines how micro-credentials bridge the gap between traditional education and modern industry demands and recognises the importance of collaborative efforts between higher education and industry in identifying and sometimes even co-designing relevant micro-credential programmes. Additionally, the paper analyses the impact of micro-credential programmes on non-traditional learners and discusses the mechanisms to ensure the quality and credibility of such programmes. The findings highlight four key thematic areas, revealing that micro-credentials serve as flexible, inclusive tools that enhance employability, support institutional innovation, and promote lifelong learning. Full article
20 pages, 516 KiB  
Article
Charting New Pathways: Unleashing the Potential of Self-Directed Learning and the Transformative Role of Teachers in Education
by Annie Botha, Charlene du Toit-Brits and Jean Henry Blignaut
Educ. Sci. 2025, 15(5), 524; https://doi.org/10.3390/educsci15050524 - 24 Apr 2025
Viewed by 77
Abstract
This article explores the potential of self-directed learning (SDL) and teachers’ transformative role in promoting SDL within the educational landscape. Moreover, this article delves into the complexity of meeting varied learning demands and teachers’ dynamic obligation to provide interesting and supportive environments. This [...] Read more.
This article explores the potential of self-directed learning (SDL) and teachers’ transformative role in promoting SDL within the educational landscape. Moreover, this article delves into the complexity of meeting varied learning demands and teachers’ dynamic obligation to provide interesting and supportive environments. This research synthesizes theoretical frameworks for SDL in educational settings. The importance of SDL is emphasized, focusing on its many benefits, including greater motivation and creativity among others. In addition, this paper makes significant academic contributions by providing a detailed analysis of the roles and features of effective teachers as self-directed learners and SDL agents. Additionally, recommendations are given for educational institutions to assist with SDL curricula implementation. These include among others providing professional development opportunities to teachers and creating appropriate learning environments. These proposed recommendations aim to bridge the gap between SDL theory and practice, paving the way for more effective application in various educational settings. Full article
(This article belongs to the Special Issue Innovation in Teacher Education Practices)
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25 pages, 313 KiB  
Article
Sense of Belonging, DFW Reduction, and Student Success: Centering Student Experience in Groups with Ethnographic Methods
by Jennifer Meta Robinson, Rachel Seymour, Seonmi Jin and Rodney S. Whiteman
Educ. Sci. 2025, 15(5), 523; https://doi.org/10.3390/educsci15050523 (registering DOI) - 24 Apr 2025
Viewed by 199
Abstract
Despite substantial instructional attention to large-enrollment university courses in science, technology, engineering, and mathematics (STEM), they tend to have high rates of D, F, and Withdraw (DFW) at the introductory level that disproportionally disadvantage historically minoritized and underrepresented students, such as students identified [...] Read more.
Despite substantial instructional attention to large-enrollment university courses in science, technology, engineering, and mathematics (STEM), they tend to have high rates of D, F, and Withdraw (DFW) at the introductory level that disproportionally disadvantage historically minoritized and underrepresented students, such as students identified as women, low-income, first-generation, or of color. While postsecondary institutions have recently explored big data and learning analytics to drive their institutional student success efforts, well-known shortfalls in student success in large STEM courses remain. This chapter documents an evidence-based approach at a large, R1 midwestern university that enriches robust data infrastructure with qualitative ethnographic methods. Applied to a gateway computer science course, these methods center students’ day-to-day learning realities, including disparate educational opportunities, in ways that interrogate barriers to and shortfalls in student success. The resulting case study describes our ethnographic approach, the shortfalls it uncovers, our future directions with this work, and how other faculty members and institutions can apply lessons learned to promote efficacy, attainment, and equity in gateway STEM courses. Implementations drawn from course vignettes point to revisions in design and preparation of group learning activities, strategic integration of lecture and lab sessions, course navigation aids, and pedagogical training for teaching assistants. Full article
(This article belongs to the Special Issue Strategic Academic Research and Development)
18 pages, 814 KiB  
Article
Exploring Student Beliefs: Does Interaction with AI Language Tools Correlate with Perceived English Learning Improvements?
by Zuraina Ali, Sareen Kaur Bhar, Siti Norzaimalina Abd Majid and Siti Zaimaliza Masturi
Educ. Sci. 2025, 15(5), 522; https://doi.org/10.3390/educsci15050522 - 23 Apr 2025
Viewed by 132
Abstract
The development of artificial intelligence has revolutionized language learning approaches with AI-assisted language applications (AiLAs) like Grammarly, Siri, and ChatGPT 3.5, offering self-paced learning, tailored feedback, and increased engagement. There is, however, not much understanding about AI’s precise effects on perceived English learning [...] Read more.
The development of artificial intelligence has revolutionized language learning approaches with AI-assisted language applications (AiLAs) like Grammarly, Siri, and ChatGPT 3.5, offering self-paced learning, tailored feedback, and increased engagement. There is, however, not much understanding about AI’s precise effects on perceived English learning improvements among students, as the majority of current research concentrates on the fact that AI is generally regarded as a language support tool. This study investigates the relation between students’ beliefs of using AiLA in terms of duration, frequency, familiarity, and user satisfaction to improve their learning of English. Fifty-five (55) undergraduate students between the ages of 21 and 24 participated in the survey. The results showed that the duration of use and perceived English learning improvements had a moderate positive relationship, indicating that extensive use of AiLA aids in language acquisition. Frequency of use, however, had little effect, suggesting that frequent use of AiLA may not be enough. There was a small and statistically insignificant correlation between students’ perceived English learning improvement and their familiarity with AiLA. Additionally, there was a minimal to no significant correlation between user pleasure and perceived improvements in English learning, indicating that enjoyment of AiLA is not closely related to the use of the tools. These findings demonstrate that AiLA needs to be systematically incorporated into instruction, with a focus on interactive and adaptable features rather than passive engagement. To maximize language acquisition, developers should improve AI-driven feedback and adaptive learning pathways, while educators should integrate AiLA into collaborative learning. Full article
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