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Volume 15
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Educ. Sci., Volume 15, Issue 6 (June 2025) – 147 articles

Cover Story (view full-size image): This study compares the motivation and teaching practices of STEM and non-STEM college instructors with the aim of discovering factors that may contribute to and can be applied to improve the retention and persistence of STEM students. Non-STEM instructors were more motivated by belief in student efficacy than STEM instructors, and they reported more use of evidence-based teaching practices. Both STEM and non-STEM Instructors who were motivated by mastery goals were more likely to use evidence-based teaching practices; growth mindset was also a significant predictor of evidence-based teaching practices for non-STEM instructors. A pathway to STEM student success may be training and incentivizing instructors, especially those who may question students’ abilities to learn difficult STEM material. View this paper
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19 pages, 252 KiB  
Article
Searching for Scientific Culture in Professional Development Programs for In-Service Teachers: Case of Latvia
by Linda Daniela and Zinta Zālīte-Supe
Educ. Sci. 2025, 15(6), 784; https://doi.org/10.3390/educsci15060784 - 19 Jun 2025
Viewed by 304
Abstract
Scientific culture in pedagogical work involves the integration of scientific principles, values, and practices into education to promote critical thinking, evidence-based reasoning, and curiosity. It fosters an environment where students develop as independent learners, problem-solvers, and informed citizens. Teachers play a key role [...] Read more.
Scientific culture in pedagogical work involves the integration of scientific principles, values, and practices into education to promote critical thinking, evidence-based reasoning, and curiosity. It fosters an environment where students develop as independent learners, problem-solvers, and informed citizens. Teachers play a key role in cultivating this culture, acting as facilitators and guides who equip students with the tools to think critically and engage with the world scientifically. While often associated with STEM disciplines, scientific literacy extends beyond these areas, emphasizing the integration of scientifically grounded knowledge into all subject areas. To achieve this, teachers must continually enhance their own understanding and skills in scientific thinking. Staying updated with the latest scientific discoveries, critically evaluating information, and applying innovative pedagogical methods are essential. Professional development can provide a vital avenue for teachers to acquire these competencies. Approaches such as reading scientific literature, collaborating with colleagues, and attending specialized training programs can improve teaching strategies and promote scientific thinking in the classroom. This study investigated professional development programs provided for in-service teachers to understand how they contribute to fostering a scientific culture. The researchers collected data from municipalities in Latvia and online resources to summarize the information on the professional development programs provided to in-service teachers. This study examined how elements of scientific culture are reflected in teacher professional development programs in Latvia, using Merton’s CUDOS norms as an analytical framework. The acronym CUDOS refers to four foundational principles of scientific ethos: communalism, universalism, disinterestedness, and organized skepticism. These norms guided the evaluation of whether and how scientific inquiry values are embedded in the design and delivery of training programs for in-service teachers. Using quantitative and qualitative methods for data analysis, it was found that in-service teacher training in Latvia is highly eclectic and often lacks alignment with scientifically grounded principles. There are a lot of programs provided to develop transversal competencies, but very few subject-specific programs are available. The findings highlight the need for more structured and cohesive professional development programs to support in-service teachers in developing competence in cultivating scientific inquiry, nurturing curiosity, and empowering students to navigate an increasingly complex and technology-driven society. These insights offer practical implications for education policymakers and program designers aiming to enhance the scientific orientation of teacher training. By identifying specific gaps in content and alignment with scientific culture, this study provides an original contribution to the discourse on evidence-informed teacher development and supports a more conceptually grounded and equitable approach to lifelong professional learning in Latvia. Full article
(This article belongs to the Section Teacher Education)
15 pages, 4449 KiB  
Article
Educational Accountability in Inclusive Schools: Exploring Perspectives and Proposing a Model for Accountability in Policy and Practice
by Ahmed Bawa Kuyini
Educ. Sci. 2025, 15(6), 783; https://doi.org/10.3390/educsci15060783 - 19 Jun 2025
Viewed by 350
Abstract
Accountability in education is an important legal, professional and ethical consideration for all teachers in their practice, as it leads to deep reflections about educational outcomes for their students. However, in respect of inclusive education, a constellation of implementation barriers has led to [...] Read more.
Accountability in education is an important legal, professional and ethical consideration for all teachers in their practice, as it leads to deep reflections about educational outcomes for their students. However, in respect of inclusive education, a constellation of implementation barriers has led to difficulties with understanding and ensuring accountability of outcomes for students with special educational needs (SENs). Additionally, there is very little discussion or research about accountability in special and inclusive education (SIE) in many educational systems around the world. Drawing on extant literature, this paper explores the diverse disciplinary (e.g., policy making, organisational management) understandings of accountability to illuminate the field of educational accountability. It then proposes a model for inclusive education accountability—informed by human rights—that outlines the roles, obligations of policy makers, principals, teachers, and allied professionals to enable accountable practices and outcomes for students with SENs. The proposed model suggests accountability types and obligations at different levels that can be implemented in diverse practice contexts. Full article
(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)
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21 pages, 3033 KiB  
Article
An Experience with Pre-Service Teachers, Using GeoGebra Discovery Automated Reasoning Tools for Outdoor Mathematics
by Angélica Martínez-Zarzuelo, Álvaro Nolla, Tomás Recio, Piedad Tolmos, Belén Ariño-Morera and Alejandro Gallardo
Educ. Sci. 2025, 15(6), 782; https://doi.org/10.3390/educsci15060782 - 19 Jun 2025
Viewed by 425
Abstract
This paper presents an initial output of the project “Augmented Intelligence in Mathematics Education through Modeling, Automatic Reasoning and Artificial Intelligence (IAxEM-CM/PHS-2024/PH-HUM-383)”. The starting hypothesis of this project is that the use of technological tools, such as mathematical modeling, visualization, automatic reasoning and [...] Read more.
This paper presents an initial output of the project “Augmented Intelligence in Mathematics Education through Modeling, Automatic Reasoning and Artificial Intelligence (IAxEM-CM/PHS-2024/PH-HUM-383)”. The starting hypothesis of this project is that the use of technological tools, such as mathematical modeling, visualization, automatic reasoning and artificial intelligence, significantly improves the teaching and learning of mathematics, in addition to fostering positive attitudes in students. With this hypothesis in mind, in this article, we describe an investigation that has been developed in initial training courses for mathematics teachers in several universities in Madrid, where students used GeoGebra Discovery automated reasoning tools to explore geometric properties in real objects through mathematical paths. Through these activities, future teachers modeled, conjectured and validated geometric relationships directly on photographs of their environment, with the essential concourse of the automated discovery and verification of geometric properties provided by GeoGebra Discovery. The feedback provided by the students’ answers to a questionnaire concerning this novel approach shows a positive evaluation of the experience, especially in terms of content learning and the practical use of technology. Although technological, pedagogical and disciplinary knowledge is well represented, the full integration of these components (according to the TPACK model) is still incipient. Finally, the formative potential of the approach behind this experience is highlighted in a context where Artificial Intelligence tools have an increasing presence in education, as well as the need to deepen these three kinds of knowledge in similar experiences that articulate them in a more integrated way. Full article
(This article belongs to the Special Issue Technology Integration in Mathematics Teacher Education: Enhancing Pedagogy and Practice)
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21 pages, 4734 KiB  
Article
Youth Data Visualization Practices: Rhetoric, Art, and Design
by Joy G. Bertling and Lynn Hodge
Educ. Sci. 2025, 15(6), 781; https://doi.org/10.3390/educsci15060781 - 19 Jun 2025
Viewed by 405
Abstract
In the recent K-12 educational literature, arts-based data visualization has been positioned as a compelling means of rendering data science and statistical learning accessible, motivating, and empowering for youth, as data users and producers. However, the only research to attend carefully to youth’s [...] Read more.
In the recent K-12 educational literature, arts-based data visualization has been positioned as a compelling means of rendering data science and statistical learning accessible, motivating, and empowering for youth, as data users and producers. However, the only research to attend carefully to youth’s data-based, artistic storytelling practices has been limited in scope to specific storytelling mechanisms, like youth’s metaphor usage. Engaging in design-based research, we sought to understand the art and design decisions that youth make and the data-based arguments and stories that youth tell through their arts-based data visualizations. We drew upon embodied theory to acknowledge the holistic, synergistic, and situated nature of student learning and making. Corresponding with emerging accounts of youth arts-based data visualization practices, we saw regular evidence of art, storytelling, and personal subjectivities intertwining. Contributing to this literature, we found that these intersections surfaced in a number of domains, including youth’s pictorial symbolism, visual encoding strategies, and data decisions like manifold pictorial symbols arranged to support complex, multilayered, ambiguous narratives; qualitative data melding community and personal lived experience; and singular statements making persuasive appeals. This integration of art, story, agency, and embodiment often manifested in ways that seemed to jostle against traditional notions of and norms surrounding data science. Full article
(This article belongs to the Section Curriculum and Instruction)
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20 pages, 1873 KiB  
Article
Exploring the Effects of a Problem-Posing Intervention with Students at Risk for Mathematics and Writing Difficulties
by Jing Wang, Pamela Shanahan Bazis and Qingli Lei
Educ. Sci. 2025, 15(6), 780; https://doi.org/10.3390/educsci15060780 - 19 Jun 2025
Viewed by 413
Abstract
Word problem posing is a critical component of student mathematics learning. This study examined the effects of a problem-posing intervention designed to improve mathematics performance and sentence-writing conventions. Using a multiple baseline across participants design, three third-grade students with mathematics and writing difficulties [...] Read more.
Word problem posing is a critical component of student mathematics learning. This study examined the effects of a problem-posing intervention designed to improve mathematics performance and sentence-writing conventions. Using a multiple baseline across participants design, three third-grade students with mathematics and writing difficulties received one-on-one intervention delivered after school at a university reading center. Data were collected from baseline, intervention, and maintenance phases. Visual analysis and Tau-U statistical analysis indicated that all three students showed improvements in problem solving, problem posing, total words written, words spelled correctly, and correct writing sequence. Post-intervention data suggested that students maintained the improvement over baseline. Discussion and implications for future practice and research were provided. Full article
(This article belongs to the Special Issue Conceptual Understanding in Mathematics: Focusing on Students with Learning Disabilities or Difficulties)
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19 pages, 224 KiB  
Review
A Scoping Review of STEAM Policies in Europe
by Elina Roinioti, Stephanos Cherouvis, Szymon Filipowicz, Annalisa Addis, Kerry Chappell and Kostas Karpouzis
Educ. Sci. 2025, 15(6), 779; https://doi.org/10.3390/educsci15060779 - 19 Jun 2025
Viewed by 428
Abstract
The Road-STEAMer Horizon Europe Program examines STEAM (Science, Technology, Engineering, Arts, and Mathematics) education policies across Europe, with a specific focus on integrating the arts into traditional STEM disciplines. Through the analysis of open-access repositories, official documents, and stakeholder interviews, this study conducts [...] Read more.
The Road-STEAMer Horizon Europe Program examines STEAM (Science, Technology, Engineering, Arts, and Mathematics) education policies across Europe, with a specific focus on integrating the arts into traditional STEM disciplines. Through the analysis of open-access repositories, official documents, and stakeholder interviews, this study conducts both a macroanalysis of European policies and a detailed analysis of national initiatives. The research categorizes EU member states into three groups: high-priority countries (Belgium, France, Bulgaria, Finland, and Germany), countries acknowledging the importance of STEAM with partial initiatives, and those in early development stages. Special attention is given to grassroots initiatives. The findings reveal significant variation among member states and affiliated countries, driven by unique national challenges. In many cases, STEM/STEAM programs are closely linked to broader societal issues, such as financial development, digital transition, and social inequalities. Full article
(This article belongs to the Special Issue Motivating Teachers for Europe: Advancing EU Knowledge and Values in Education)
19 pages, 4192 KiB  
Article
Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research: A Conceptual Framework
by Margarita Jiménez-Silva, Robin Martin, Rachel Restani, Suzanne Abdelrahim and Tony Albano
Educ. Sci. 2025, 15(6), 778; https://doi.org/10.3390/educsci15060778 - 19 Jun 2025
Viewed by 459
Abstract
This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that [...] Read more.
This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’ mathematical understanding, language development, and cultural identity. The ILMP framework centers around three instructional pillars: attention to language, attention to mathematical thinking, and cultural responsiveness. Through collaborative inquiry cycles, educators engaged as learners, contributors, and designers of practice, iteratively enacting and reflecting on instructional strategies rooted in students’ linguistic and cultural assets. Teachers implemented discussion-rich mathematical tasks, supported by language scaffolds and culturally relevant contexts, to foster students’ mathematical reasoning and communication. This approach was particularly impactful for multilingual learners, whose language use and problem-solving strategies were both valued and elevated. This paper also discusses the opportunities and challenges of DBR and research–practice partnerships, including flexibility in implementation and navigating district-level priorities. Insights underscore the importance of practitioner agency, asset-based pedagogy, and the co-construction of professional learning. The ILMP framework offers a scalable, equity-oriented model for improving integrated language and mathematics instruction in diverse elementary classrooms and beyond. Full article
(This article belongs to the Special Issue Supporting Multilingual Students in Schools: Perspectives, Challenges, and Opportunities)
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18 pages, 246 KiB  
Article
Influence of Attitudes on the Autonomy of English as a Foreign Language Teachers
by Lina Qian, Xuewu Qin, Ziyu Wei and Haiquan Huang
Educ. Sci. 2025, 15(6), 777; https://doi.org/10.3390/educsci15060777 - 19 Jun 2025
Viewed by 327
Abstract
In applied linguistics, teacher professional development and teacher autonomy have long been hot research topics. However, little attention has been paid to the issue of what attitudes teachers hold toward their professional development. Furthermore, it remains unknown whether teacher autonomy is influenced by [...] Read more.
In applied linguistics, teacher professional development and teacher autonomy have long been hot research topics. However, little attention has been paid to the issue of what attitudes teachers hold toward their professional development. Furthermore, it remains unknown whether teacher autonomy is influenced by the aforementioned attitudes. Under this circumstance, the current study attempts to explore what attitudes English as a Foreign Language (EFL) teachers hold toward their professional development and whether such attitudes influence teacher autonomy. For this purpose, we investigated 14 EFL teachers, using classroom observation, stimulated recall interview and semi-structured interview, respectively. The collected data were analyzed in light of the grounded theory, which gave rise to three main findings. First, the participants’ autonomy was positively correlated with their attitudes toward professional development. Second, most of the participants held a negative attitude toward their professional development. Third, the participants held conflicting opinions about the influence of in-service training on professional development. These findings indicate that EFL teachers’ professional identity is positively correlated with teacher autonomy. Moreover, the findings call for effective measures to improve EFL teachers’ attitudes toward their professional identity. Full article
(This article belongs to the Special Issue Rethinking Pedagogical Paradigms in Foreign Language Education: Multifaceted Approaches in a Globalized Context)
21 pages, 621 KiB  
Article
Methodology Based on Critical Reflective Dialogue to Optimize Educational Leadership
by Sofía Gamarra-Mendoza and José Gregorio Brito-Garcías
Educ. Sci. 2025, 15(6), 776; https://doi.org/10.3390/educsci15060776 - 19 Jun 2025
Viewed by 531
Abstract
For educational leadership that promotes equity, there is evidence of successful leadership practices developed by educational leaders striving for social justice, such as the one planned by Leithwood. Furthermore, training programs for educational leaders seeking to replicate these practices have been dominated by [...] Read more.
For educational leadership that promotes equity, there is evidence of successful leadership practices developed by educational leaders striving for social justice, such as the one planned by Leithwood. Furthermore, training programs for educational leaders seeking to replicate these practices have been dominated by training that encourages educational leaders to focus on learning outcomes without developing a critical–reflective dialogue with the school context, the diversity of educational institutions, and, consequently, with students and their families. In this sense, the objective of the research is to examine the interaction between community members such as directors, teachers and parents in eight educational institutions in the Peruvian jungle and propose a formative theoretical model based on critical and reflective dialogue, based on a review of various theories that have contributed to the formation of a dialogue grounded in indignation and questioning of the context. The methodology follows a mixed approach, with a sample of 136 teachers and 16 key informants, using a validated questionnaire and an in-depth interview as instruments. Data analysis showed low interaction between educational leaders and the community, a disconnect with the curricula, and a low sense of responsibility and commitment, reflected only in administrative compliance. Based on these results and the bibliographic review of general and specific theories, a theoretical model based on critical and reflective dialogue was designed to develop awareness and sensitivity toward education with social justice, for the development of successful educational leadership practices. Full article
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12 pages, 207 KiB  
Article
Leading AI-Driven Student Engagement: The Role of Digital Leadership in Higher Education
by Melita Kovacevic, Tamara Dagen and Miroslav Rajter
Educ. Sci. 2025, 15(6), 775; https://doi.org/10.3390/educsci15060775 - 18 Jun 2025
Viewed by 460
Abstract
This theoretical position paper explores the potential of artificial intelligence (AI) to enhance student engagement through the lens of academic leadership. To illustrate our argument, we include exploratory, mixed-methods evidence drawn from a descriptive survey of 95 undergraduate students and five semi-structured interviews [...] Read more.
This theoretical position paper explores the potential of artificial intelligence (AI) to enhance student engagement through the lens of academic leadership. To illustrate our argument, we include exploratory, mixed-methods evidence drawn from a descriptive survey of 95 undergraduate students and five semi-structured interviews with key academic leaders. These data are indicative only and not intended for statistical generalisation; however, they ground and inform the theoretical propositions of this paper. Focusing on how AI-driven tools can be used, the study examines the central role of academic leaders in guiding these innovations. By addressing key leadership decisions—including resource allocation, policy development, and faculty support—the study explores how AI can foster a more responsive and engaging learning environment and provides insights into how academic leadership can guide the integration of AI technologies to increase student motivation, participation and academic success in different educational settings. Full article
(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)
47 pages, 1430 KiB  
Article
Artificial Intelligence: Objective or Tool in the 21st-Century Higher Education Strategy and Leadership?
by Lucien Bollaert
Educ. Sci. 2025, 15(6), 774; https://doi.org/10.3390/educsci15060774 - 18 Jun 2025
Viewed by 1220
Abstract
Since the launching of ChatGPT (generative) AI has been developed so much and fast that it has entered higher education (HE) and higher education institutions (HEIs). The article is meant to help HE(Is) how to deal with AI strategically and in leadership. It [...] Read more.
Since the launching of ChatGPT (generative) AI has been developed so much and fast that it has entered higher education (HE) and higher education institutions (HEIs). The article is meant to help HE(Is) how to deal with AI strategically and in leadership. It investigates which influences AI and the use of AI tools is having on HE(Is). Therefore 4 research questions are formulated: how does AI and AI tools influence HE(Is) in its mission, organization and context; should AI and its applications then be regarded as an strategic objective or only as a tool to realize the strategy; how is AI and the use of AI tools, as developed and described in an AI strategy, best managed to be adopted and integrated in an effective and responsible way, and finally which influence does AI and its tools have on the leadership and culture? In order to answer those questions, the article describes first our contemporary times, and the leadership needed, then delves into the history of the development of AI and its tools and investigates the current and future attitudes towards, degrees of implementation, and uses of AI and its tools among the internal and external stakeholders of HE(Is). The findings result from a global literature study of international surveys and 2 case studies. The selection is based on topical usefulness, international scope, (statistical) relevance and quality of research in general. In this way the article aims to help to develop an AI strategy and thus can be read as a policy paper underpinned by a meta-analysis. The main results are that, although the use of AI in HEIs is divided, the effective and responsible adoption and integration of AI is a new strategic objective in order to help to realize HE’s three-fold mission in a well-planned and managed way asking for a visionary leadership and a clear policy framework and guidelines, in which the words transparency, responsibility and critical thinking link AI use with an enhancement of unique human competences such as critical thinking. Full article
(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)
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35 pages, 1794 KiB  
Article
Challenge/Competence Appraisal by Swiss Two-Way Immersion Teachers of the “Cursus bilingue/Bilingualer Studiengang” in Their Professionalization Process and Career-Entry Stage Implications
by Melanie Buser
Educ. Sci. 2025, 15(6), 773; https://doi.org/10.3390/educsci15060773 - 18 Jun 2025
Viewed by 274
Abstract
The growing number of public one-way and two-way immersion schools (French/German) in the Swiss cantons of Bern, Jura, and Neuchâtel has resulted in an increased need for teachers who are explicitly prepared for those schools. This need led to the thoughtfully conceptualized two-way [...] Read more.
The growing number of public one-way and two-way immersion schools (French/German) in the Swiss cantons of Bern, Jura, and Neuchâtel has resulted in an increased need for teachers who are explicitly prepared for those schools. This need led to the thoughtfully conceptualized two-way immersion curriculum “Cursus bilingue/Bilingualer Studiengang,” jointly offered by two universities of teacher education located in the French- and German-speaking areas of Switzerland. This study explores the professionalization process of future primary teachers from Bern, Jura, and the bilingual program who are confronted with professional requirements. A scientific tool, used in a longitudinal perspective (2020–2023), documents how students of the two-way immersion and the French and German programs (n = 1021) weigh these requirements in the competence and challenge dimensions. A linear mixed-effects model was used to analyze their appraisal within each dimension across time and context. Independently of the context, the competence weighting increases for all students between t1 and t3. However, the challenge weighting exhibits a peak at t2 in all contexts, maybe due to the consciousness-raising of faced challenges after half of the program. With teaching internships in two linguistic regions, two-way immersion students demonstrate a capacity for adaptability. Research-based and practitioner-informed implications for an induction program aiming to foster the further professionalization needed to master the new complexities during the career-entry stage are presented. Full article
(This article belongs to the Special Issue Bilingual Education in a Challenging World: From Policy to Practice)
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16 pages, 430 KiB  
Article
Pre-Service Kindergarten Teachers’ Confidence and Beliefs in Music Education: A Study in the Chinese Context
by Siu-Hang Kong and Xiaoyu Xiong
Educ. Sci. 2025, 15(6), 772; https://doi.org/10.3390/educsci15060772 - 18 Jun 2025
Viewed by 492
Abstract
Generalist kindergarten teachers often report insufficient theoretical and pedagogical preparation for music instruction in their teacher education, leaving them feeling underprepared. This study explores how pre-service kindergarten teachers in Hong Kong perceive their confidence in teaching music and how this perception influences their [...] Read more.
Generalist kindergarten teachers often report insufficient theoretical and pedagogical preparation for music instruction in their teacher education, leaving them feeling underprepared. This study explores how pre-service kindergarten teachers in Hong Kong perceive their confidence in teaching music and how this perception influences their beliefs about the importance of music education. A total of 467 first-year pre-service teachers completed a questionnaire assessing their self-confidence in conducting music activities and their beliefs regarding the importance of music education for young children. Results showed that participants exhibited the lowest confidence in music teaching compared to other learning areas, particularly in activities requiring specialised musical knowledge and creativity, such as instrumental performance and music creation. A significant positive correlation was found between teachers’ perceived confidence and their belief in the importance of music education (rs(465) = 0.39, p < 0.001). These findings may offer insights into the influence of cultural values on their teaching belief. This study highlights the need for culturally responsive teacher education programmes that address the specific challenges faced by generalist teachers in early childhood music education within Hong Kong and broader Chinese educational contexts. 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, 2771 KiB  
Article
Gender Impact on Performance in Adaptive Learning Settings: Insights from a Four-Year University Study
by Neslihan Ademi and Suzana Loshkovska
Educ. Sci. 2025, 15(6), 771; https://doi.org/10.3390/educsci15060771 - 18 Jun 2025
Viewed by 528
Abstract
This study explores the role of gender in shaping learners’ outcomes in an adaptive learning environment. Despite the growing adoption of adaptive learning platforms in various educational settings, the literature on gender-related differences in engagement and achievement remains limited. Using quantitative analysis of [...] Read more.
This study explores the role of gender in shaping learners’ outcomes in an adaptive learning environment. Despite the growing adoption of adaptive learning platforms in various educational settings, the literature on gender-related differences in engagement and achievement remains limited. Using quantitative analysis of performance and engagement data from learners, this study aims to shed light on how gender affects success and engagement in adaptive learning settings at the university level in formal education environments. The findings reveal significant differences in both achievement and engagement, emphasizing the importance of considering gender in adaptive course design. This study contains data from four years of the same course with different adaptive course settings and shows the impact of these settings on academic performance and engagement level based on gender. Full article
(This article belongs to the Section Technology Enhanced Education)
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20 pages, 795 KiB  
Article
An Exploratory Study of Simulations for Leadership Development in the Principal Pipeline
by M. Elizabeth Azukas, Sara Dexter and David Gibson
Educ. Sci. 2025, 15(6), 770; https://doi.org/10.3390/educsci15060770 - 18 Jun 2025
Viewed by 473
Abstract
This article examines the integration of digital simulations as a tool for strengthening leadership development across the four phases of the principal pipeline—recruitment, preparation, induction, and in-service professional development. Set in the context of a partnership between a preparation program and district-based leadership [...] Read more.
This article examines the integration of digital simulations as a tool for strengthening leadership development across the four phases of the principal pipeline—recruitment, preparation, induction, and in-service professional development. Set in the context of a partnership between a preparation program and district-based leadership development, the study investigated to what extent simulations could bridge gaps along the pipeline to create a more coherent and continuous approach to principal development. The findings suggest that sims help prospective leaders develop a more nuanced understanding of school leadership, enhance decision-making skills for candidates in preparation programs, and provide targeted support for new and experienced administrators. Full article
(This article belongs to the Special Issue Strengthening Educational Leadership Preparation and Development)
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25 pages, 1367 KiB  
Article
Beyond Consultation: Rethinking Stakeholder Engagement in Qatar’s Public Education Policymaking
by Ghalia Al-Thani
Educ. Sci. 2025, 15(6), 769; https://doi.org/10.3390/educsci15060769 - 17 Jun 2025
Viewed by 772
Abstract
Stakeholder engagement is crucial for inclusive public education policymaking that reflects diverse community needs. Since 2002, Qatar’s education system has undergone extensive reforms, yet little attention has been given to policymakers’ perspectives on stakeholder integration within the Ministry of Education and Higher Education [...] Read more.
Stakeholder engagement is crucial for inclusive public education policymaking that reflects diverse community needs. Since 2002, Qatar’s education system has undergone extensive reforms, yet little attention has been given to policymakers’ perspectives on stakeholder integration within the Ministry of Education and Higher Education (MOEHE). This research addresses that gap by exploring the nature of stakeholder engagement in Qatar’s K-12 education policymaking through a qualitative case study involving 14 MOEHE policymakers. Data were collected through semi-structured interviews and analyzed thematically to explore policymakers’ perceptions and experiences. The objective of this study is to explore how MOEHE policymakers perceive and practice stakeholder engagement in Qatar’s K-12 education policymaking context. Findings reveal active stakeholder involvement but highlight challenges such as limited transparency and organizational barriers. To move beyond consultation toward meaningful engagement, the study introduces the 4-Ps Framework—People, Process, Purpose, and Principles—as a structured approach to strengthening stakeholder integration in policymaking. It recommends expanding engagement networks, implementing transparent feedback mechanisms, strengthening data-driven decision-making, and prioritizing capacity building. By rethinking stakeholder engagement as a dynamic and participatory process rather than a procedural obligation, this research offers insights into fostering a more inclusive, responsive, and impactful policymaking culture within Qatar’s centralized education governance system. Full article
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17 pages, 2971 KiB  
Article
An Educational Trading Card Game for a Medical Immunology Course
by Vincent Singleton, Ciara Bordeaux, Emma Ferguson and Tyler Bland
Educ. Sci. 2025, 15(6), 768; https://doi.org/10.3390/educsci15060768 - 17 Jun 2025
Viewed by 316
Abstract
Medical students face cognitive overload and disengagement due to the rigorous demands of their education. This study evaluates the impact of Medimon Learning Cards, a mnemonic-based trading card game, on engagement, satisfaction, and knowledge retention among students in a medical immunology course. These [...] Read more.
Medical students face cognitive overload and disengagement due to the rigorous demands of their education. This study evaluates the impact of Medimon Learning Cards, a mnemonic-based trading card game, on engagement, satisfaction, and knowledge retention among students in a medical immunology course. These cards incorporate visual and linguistic mnemonics, coupled with strategic gameplay, to create an interactive learning experience. This study was conducted on 39 first-year medical students enrolled in an immunology course, divided into experimental Learning Card and control groups. The Learning Card group received the Medimon Learning Cards and participated in a structured play session, while both groups received identical in-class instruction. The results from the Situational Interest Survey for Multimedia revealed high engagement and satisfaction among the Learning Card group, with students expressing enthusiasm for expanding the scope of the cards to other topics. However, no significant differences were observed in knowledge retention or exam performance between the groups. These findings suggest that Medimon Learning Cards can serve as a valuable supplementary tool with which to enhance motivation and interest, though their impact on cognitive outcomes requires further investigation. These findings suggest that incorporating mnemonic-based card games such as Medimon Learning Cards can enhance learner motivation and interest, although their impact on cognitive outcomes warrants further study. Full article
(This article belongs to the Special Issue Triggering Motivation through Play and Curiosity)
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21 pages, 768 KiB  
Article
School Leadership, Parental Involvement, and Student Achievement: A Comparative Analysis of Principal and Teacher Perspectives
by Sijia Zhang and Huang Wu
Educ. Sci. 2025, 15(6), 767; https://doi.org/10.3390/educsci15060767 - 17 Jun 2025
Cited by 1 | Viewed by 1043
Abstract
Purpose: This study adopted a quantitative design to evaluate a new latent construct, “Parental Academic Commitment (PAC)”, that was composed of parental involvement (PARINVOL) and parents’ expectations of their children’s academic success (PAREXPT). Furthermore, we also explored how different perceptions of school leadership [...] Read more.
Purpose: This study adopted a quantitative design to evaluate a new latent construct, “Parental Academic Commitment (PAC)”, that was composed of parental involvement (PARINVOL) and parents’ expectations of their children’s academic success (PAREXPT). Furthermore, we also explored how different perceptions of school leadership would impact parental academic commitment and student learning. More specifically, we compared how principal-perceived school leadership and teacher-perceived leadership would influence student achievement (SA) directly and indirectly through mediating parental academic commitment (PAC). Methods: To find answers, we utilized two Structural Equations Models—Multiple Indicators and Multiple Causes Analysis (SEM-MIMIC) to first confirm the psychometric properties of PAC, and then compared the two SEM models. Data from 202 principals, 4251 teachers, 10,291 parents, and 10,291 students in Hong Kong and Macao from PISA 2022 were utilized; both individual-level and school-level analyses were conducted. Results: Principal-rated and teacher-rated school leadership functioned differently in the 2 SEM models. Both ESCS (Economic, Social, and Cultural Status) and PAC were confirmed to be significant contributors to positive student outcomes. Full article
(This article belongs to the Special Issue Educational Leadership: International Perspectives and Global Innovations)
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38 pages, 2568 KiB  
Review
Teacher Well-Being—A Conceptual Systematic Review (2020–2023)
by Laura Maria Kurrle and Julia Warwas
Educ. Sci. 2025, 15(6), 766; https://doi.org/10.3390/educsci15060766 - 17 Jun 2025
Cited by 1 | Viewed by 861
Abstract
Teacher well-being (TWB) is increasingly recognized as being influential on educational outcomes, teacher retention, and overall school performance. However, despite a growing body of empirical research, TWB remains conceptually ambiguous, with multiple, often conflicting definitions and models, which hinders the comparability of findings. [...] Read more.
Teacher well-being (TWB) is increasingly recognized as being influential on educational outcomes, teacher retention, and overall school performance. However, despite a growing body of empirical research, TWB remains conceptually ambiguous, with multiple, often conflicting definitions and models, which hinders the comparability of findings. The essential question (What are the conceptual models of TWB that form the basis of studies?) is answered with a Conceptual Systematic Review (CSR), analyzing 168 recent publications, to synthesize the usage and frequency of TWB-related terms. The CSR identifies three perspectives—Conditions, Components, and Outcomes—each comprising multiple categories and subcategories that often show overlaps or inconsistencies. Our review reveals that within a widely shared notion of TWB as a psychological construct with positive cognitive and affective connotations, certain sets of factors, in particular individual factors such as beliefs/evaluations and emotions/affect, are proposed as conditions in some studies and as components in other studies. These results call for clearer distinctions between TWB’s constitutive elements and its (hypothetically) determining elements. By offering a systematic framework for understanding and sorting research on TWB, the reported review provides a foundation for future studies. Ultimately, a precise conceptualization could inform future interventions and policies aiming to foster TWB. Full article
(This article belongs to the Special Issue Mind Matters: Exploring Mental Health and Well-Being in the Education System)
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20 pages, 283 KiB  
Article
Integrating International Foodways and the Dominant Language Constellation Approach in Language Studies
by Alexandra Grigorieva and Ekaterina Protassova
Educ. Sci. 2025, 15(6), 765; https://doi.org/10.3390/educsci15060765 - 17 Jun 2025
Viewed by 430
Abstract
People in multilingual societies develop complex and interconnected food-making and food-discussing networks. On the basis of an experimental course titled “Food at Home, Food on the Move: Globalization and Regionalism in Modern Food Culture” taught at the University of Helsinki, we will show [...] Read more.
People in multilingual societies develop complex and interconnected food-making and food-discussing networks. On the basis of an experimental course titled “Food at Home, Food on the Move: Globalization and Regionalism in Modern Food Culture” taught at the University of Helsinki, we will show how the acquisition of culinary terminology puts forward the interconnectedness of languages and the dynamics between them in several sociolinguistic contexts. The lectures were grouped geographically: Eating with the Neighbors (Finnish cuisine and Swedish, Russian, Karelian and other influences); From the Baltic to Central Europe (Latvian, Lithuanian, Polish, German, and Hungarian food cultures); Formative Cuisines of the Mediterranean (French, Italian, Greek, Middle Eastern cuisine, etc.); and Eating Outside Europe (food culture influences from the US, Mexico, China, Japan, and India). The assignments included a critical lecture diary, an essay about eating experiences, or additional reading, a conversational analysis of a culinary show, or fieldwork in an ethnic restaurant. Raising awareness of linguistic and cultural diversity, motivating course participants to discuss the role and interaction of languages in their repertoire, makes them reflect on their multilingual identities. It allows educators to explore individuals’ DLCs in different contexts while navigating diverse global and local environments based on the principles of fairness and equality in education. Full article
(This article belongs to the Special Issue Innovation and Design in Multilingual Education)
26 pages, 398 KiB  
Article
The Impact of Student Loan Debt on Civic Engagement: Evidence from the College and Beyond II Dataset
by Osasohan Agbonlahor
Educ. Sci. 2025, 15(6), 764; https://doi.org/10.3390/educsci15060764 - 17 Jun 2025
Viewed by 438
Abstract
This study examines the relationship between student loan debt and civic engagement among college graduates, with particular attention to differential effects by field of study. Drawing on data from the College and Beyond II dataset, this research analyzes how varying levels of debt [...] Read more.
This study examines the relationship between student loan debt and civic engagement among college graduates, with particular attention to differential effects by field of study. Drawing on data from the College and Beyond II dataset, this research analyzes how varying levels of debt burden impact political and community participation among 1673 graduates, including 1059 liberal arts majors and 614 graduates from professional, STEM, and other fields. Employing OLS regression models with multiple measures of debt burden and distinct dimensions of civic engagement, this study finds that both medium and high levels of student loan debt (USD 201–500 monthly and >USD 500 monthly) are associated with significantly higher political engagement—a pattern that aligns with relative deprivation theory’s proposition that financial strain may motivate political action aimed at systemic change. This relationship is particularly pronounced among liberal arts graduates, who demonstrate stronger positive associations between debt and civic participation than their peers from other fields. Debt-to-income ratio analysis reveals a potential “sweet spot” at 10–15% of income, where debt appears to optimize civic engagement without overwhelming resources. These findings suggest that liberal arts education may fundamentally alter how graduates respond to financial constraints, potentially by providing analytical frameworks for understanding debt as a systemic issue and civic skills that facilitate participation despite economic pressures. The results challenge assumptions about debt’s uniformly negative civic consequences and highlight the importance of educational context in mediating economic effects on democratic participation. Full article
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25 pages, 3472 KiB  
Article
Exploring Multilingualism to Inform Linguistically and Culturally Responsive English Language Education
by Miriam Weidl and Elizabeth J. Erling
Educ. Sci. 2025, 15(6), 763; https://doi.org/10.3390/educsci15060763 - 16 Jun 2025
Cited by 1 | Viewed by 1047
Abstract
Linguistically and culturally responsive pedagogies (LCRPs) recognize students’ multilingual and cultural resources as central to inclusive and equitable learning. While such approaches are increasingly promoted in English language education (ELE), there remains limited understanding of the complexity of students’ multilingual trajectories—particularly in contexts [...] Read more.
Linguistically and culturally responsive pedagogies (LCRPs) recognize students’ multilingual and cultural resources as central to inclusive and equitable learning. While such approaches are increasingly promoted in English language education (ELE), there remains limited understanding of the complexity of students’ multilingual trajectories—particularly in contexts marked by migration and linguistic diversity. This article addresses this gap by presenting findings from the Udele project, which explores the lived experiences of multilingual learners in urban Austrian middle schools. Using an embedded case study design, we draw on a rich set of qualitative methods—including observations, interviews, fieldnotes, student artifacts, and language portraits—to explore how two students navigate their linguistic repertoires, identities, and learning experiences. Our analysis reveals that students’ language-related self-positionings influence their classroom engagement and broader identity narratives. The findings demonstrate how shifts in self-perception affect participation and motivation, and how the students actively negotiate their multilingual identities within and beyond the classroom context. The complexity uncovered in their multilingual repertoires and life experiences underscores the critical need for longitudinal, multilingual research approaches to fully capture the dynamic and nuanced trajectories of language learners. These findings challenge prevailing conceptualizations of multilingualism in ELE, highlighting the importance of incorporating students’ lived linguistic experiences into pedagogical frameworks. Full article
(This article belongs to the Special Issue Fostering Educational Equity through Linguistically and Culturally Responsive Education)
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24 pages, 2091 KiB  
Article
Reflections on Addressing Educational Inequalities Through the Co-Creation of a Rubric for Assessing Children’s Plurilingual and Intercultural Competence
by Janine Knight and Marta Segura
Educ. Sci. 2025, 15(6), 762; https://doi.org/10.3390/educsci15060762 - 16 Jun 2025
Viewed by 422
Abstract
Recognising linguistic diversity as a person’s characteristic is arguably central to their multilingual identity and is important as an equity issue. Different indicators suggest that students with migrant backgrounds, whose linguistic diversity is often not reflected in European education systems, tend to underperform [...] Read more.
Recognising linguistic diversity as a person’s characteristic is arguably central to their multilingual identity and is important as an equity issue. Different indicators suggest that students with migrant backgrounds, whose linguistic diversity is often not reflected in European education systems, tend to underperform compared to their peers without migrant backgrounds. There is a dire need, therefore, to alleviate the educational inequalities that negatively affect some of the most plurilingual students in European school systems. This can be carried out by revisiting assessment tools. Developing assessments to make children’s full linguistic and cultural repertoire visible, and what they can do with it, is one way that potential inequalities in school systems and assessment practices can be addressed so that cultural and linguistic responsiveness of assessments and practices can be improved. This paper explores the concept of discontinuities or mismatches between the assessment of plurilingual children’s linguistic practices in one primary school in Catalonia and their actual linguistic realities, including heritage languages. It asks: (1) What are the children’s linguistic profiles? (2) What mismatches and/or educational inequalities do they experience? and (3) How does the co-creation and use of a rubric assessing plurilingual and intercultural competence attempt to mitigate these mismatches and inequalities? Mismatches are identified using a context- and participant-relevant reflection tool, based on 18 reflective questions related to aspects of social justice. Results highlight that mismatches exist between children’s plurilingual and intercultural knowledge and skills compared to the school, education system, curriculum, and wider regional and European policy. These mismatches highlight two plurilingual visions for language education. The paper highlights how language assessment tools and practices can be made more culturally and linguistically fair for plurilingual children with migration backgrounds. Full article
(This article belongs to the Special Issue Fostering Educational Equity through Linguistically and Culturally Responsive Education)
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36 pages, 8327 KiB  
Article
A Process-Oriented Approach to Assessing High School Students’ Mathematical Problem-Solving Competence: Insights from Multidimensional Eye-Tracking Analysis
by Sijia Hao, Huanghe Pan and Dan Zhang
Educ. Sci. 2025, 15(6), 761; https://doi.org/10.3390/educsci15060761 - 16 Jun 2025
Viewed by 464
Abstract
The assessment of mathematical competence, particularly in real-world problem-solving contexts, has become increasingly crucial in high school educational evaluation. While traditional methods have shifted towards emphasizing problem-solving skills, they remain predominantly outcome-oriented, often failing to adequately capture the nuanced cognitive processes underlying students’ [...] Read more.
The assessment of mathematical competence, particularly in real-world problem-solving contexts, has become increasingly crucial in high school educational evaluation. While traditional methods have shifted towards emphasizing problem-solving skills, they remain predominantly outcome-oriented, often failing to adequately capture the nuanced cognitive processes underlying students’ problem-solving behaviors. To address this gap, this study introduces a process-oriented assessment method leveraging eye-tracking technology. Fifty-three university students (primarily first- and second-year undergraduates) in China were recruited to solve six context-based mathematical problems of varying difficulty levels while wearing portable eye-tracking glasses, allowing for natural problem-solving behaviors in a paper-and-pencil test format. The study established a multidimensional model of eye movement features to evaluate problem-solving processes. Using China’s National College Entrance Examination (CNCEE) mathematics scores as the dependent variable, a Partial Least Squares Regression (PLSR) analysis achieved its best predictive performance (prediction R2 of 0.271) based on multidimensional eye movement features when solving the most difficult problem. The first visual intake duration on problem-reading areas and key information regions emerged as significant contributors of the students’ CNCEE scores. These findings substantiate the potential of eye-tracking technology as a valuable tool for educational assessment, offering insights into the assessment of students’ mathematical competence and supporting the development of more comprehensive learning diagnosis and intervention strategies. Full article
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10 pages, 186 KiB  
Article
Fear of the Aquatic Environment in Learning Swimming: Causes, Effects, and Learning Methodologies
by Diana Coelho, Paulo Eira and António Azevedo
Educ. Sci. 2025, 15(6), 760; https://doi.org/10.3390/educsci15060760 - 16 Jun 2025
Viewed by 348
Abstract
In the swimming context, practitioners show difficulties in learning its basic skills, and the emotional factor seems to be one of the triggers for these complications, with “fear” standing out as one of the most studied emotions due to its cognitive reactive nature [...] Read more.
In the swimming context, practitioners show difficulties in learning its basic skills, and the emotional factor seems to be one of the triggers for these complications, with “fear” standing out as one of the most studied emotions due to its cognitive reactive nature associated with survival mechanisms. This emotional response can hinder the learning process in swimming, potentially leading to disengagement or dropout. The present study aimed to analyze the causes that lead to fear of the aquatic environment, its effects on learning swimming, and how swimming coaches can intervene to help overcome this fear. Direct observation was used to capture the individuals’ perception of the degree of fear. Subsequently, semi-structured interviews were conducted to analyze an intervention aimed at reducing the fear of water, followed by a corresponding content analysis. The fear of water is commonly associated with anxiety, panic, and muscle tension. The role of the swimming instructor is crucial, as their teaching approach significantly influences the swimmer’s emotional response, particularly in fostering a sense of security. The use of playful activities proves effective in helping children adapt, overcoming the limitations posed by the fear of water. Recognizing students’ fears allows instructors to structure swimming lessons effectively, helping students overcome their emotional barriers. Therefore, introducing children to the aquatic environment at an early age contributes to this goal. Full article
15 pages, 237 KiB  
Article
High School English as a Second Language Teachers’ Narratives on Differentiated Instruction: A Case of South African Selected Schools
by Onyinyechi Glory Ndu and Sive Makeleni
Educ. Sci. 2025, 15(6), 759; https://doi.org/10.3390/educsci15060759 - 16 Jun 2025
Viewed by 385
Abstract
The existence of poor academic performance among English as a second language (ESL) high school learners in the Eastern Cape Province has raised a lot of debate among scholars on the most suitable approach teachers could use to assist learners. Teachers’ narratives on [...] Read more.
The existence of poor academic performance among English as a second language (ESL) high school learners in the Eastern Cape Province has raised a lot of debate among scholars on the most suitable approach teachers could use to assist learners. Teachers’ narratives on the implementation of differentiated instruction and its effectiveness in the academic development of learners have been emphasized. Despite these prolific debates, learners in the Eastern Cape still struggle academically, given that the province always appears in the bottom three of the National Senior Certificate report regarding learners’ academic performance. Therefore, this study examines high school English as a second language teachers’ narratives on differentiated instruction. A purposive sampling technique was used to select a sample of ninety-nine (99) teachers, which involved fifty (50) teachers for the questionnaires and forty-nine (49) teachers with at least five years of experience from ten (10) schools for the interviews. The findings revealed that some teachers understood the concept of the approach and narrated its effectiveness, while some teachers misconceived DI as individualized instruction and inclusive education. Similarly, others preferred the traditional method and maintained that differentiated instruction implementation is easier said than practiced where there are diverse learners. Based on this study’s findings, it was concluded that teachers should be afforded professional development programs. Full article
17 pages, 292 KiB  
Article
Factors Motivating Black Female Learners to Enroll in STEM Streams and Their Strategies to Cope with the Curriculum: A Qualitative Inquiry in a South African Secondary School
by Hope Nosipho Sikhosana, Hlologelo Malatji, Aldridge Tafadzwa Munyoro and Thobeka Sweetness Nkomo
Educ. Sci. 2025, 15(6), 758; https://doi.org/10.3390/educsci15060758 - 16 Jun 2025
Viewed by 458
Abstract
Participation in science, technology, engineering, and mathematics (STEM) fields is crucial, as these fields present an opportunity for individuals to overcome socio-economic adversities such as unemployment and poverty. In South Africa, access to STEM education has improved in recent years, partly due to [...] Read more.
Participation in science, technology, engineering, and mathematics (STEM) fields is crucial, as these fields present an opportunity for individuals to overcome socio-economic adversities such as unemployment and poverty. In South Africa, access to STEM education has improved in recent years, partly due to the availability of study grants for learners interested in these fields. However, evidence shows that women remain underrepresented in STEM fields. Gender stereotypes, bullying, and pay disparities are cited as some of the contributing factors. Despite these overwhelming challenges, female learners are increasingly pursuing STEM education. Guided by the resilience theory, we explored the factors motivating female learners to enroll in STEM fields at a public secondary school level in South Africa. The research adopted the snowball sampling technique to recruit learners attending a public secondary school in South Africa. Due to COVID-19-related restrictions in 2022, the research data was collected through telephonic one-on-one interviews. The findings revealed that access to competitive employment opportunities, impactful careers, personal growth, and financial independence were some factors sparking the female learners’ interest in STEM. However, the learners experienced gender stereotypes and discrimination, which made them doubt their abilities to thrive in STEM education/fields. To cope with the complexities of STEM, the learners relied on their caregivers for emotional support, and they attended extra lessons and tutorials offered by the education system. The findings highlight the need for the government to prioritize support programs for female learners who must continuously fight rejection in STEM fields. Full article
(This article belongs to the Special Issue Gender and STEM Education)
24 pages, 337 KiB  
Article
Critical Thinking in Distance Education: The Challenges in a Decade (2016–2025) and the Role of Artificial Intelligence
by Evangelia Manousou
Educ. Sci. 2025, 15(6), 757; https://doi.org/10.3390/educsci15060757 - 16 Jun 2025
Viewed by 1201
Abstract
This qualitative study investigates how critical thinking is cultivated in postgraduate distance learning, focusing on two time points, 2016 and 2025, in the context of the Greek higher education system. It draws on semi-structured interviews with 30 participants (15 tutors and 15 students [...] Read more.
This qualitative study investigates how critical thinking is cultivated in postgraduate distance learning, focusing on two time points, 2016 and 2025, in the context of the Greek higher education system. It draws on semi-structured interviews with 30 participants (15 tutors and 15 students or graduates) from two online postgraduate programmes: Education Sciences and Education and Technologies in Distance Teaching and Learning Systems. Thematic analysis was used to explore participants’ perceptions of critical thinking development. The two-phase comparison captures how understandings and practices have evolved, particularly in light of the emergence of generative AI between 2016 and 2025. In Phase B, this research specifically examines AI’s potential role in supporting critical thinking and the pedagogical adaptations required by tutors. Nine key themes were identified. One of the most pressing concerns raised was that educators are perceived as largely ineffective in fostering critical thinking through online teaching. This study contributes empirical insight and practical recommendations to improve critical thinking cultivation in digital learning environments, especially in the age of AI. Full article
(This article belongs to the Special Issue Unleashing the Potential of E-learning in Higher Education)
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20 pages, 1021 KiB  
Article
Habit Predicting Higher Education EFL Students’ Intention and Use of AI: A Nexus of UTAUT-2 Model and Metacognition Theory
by Shaista Rashid
Educ. Sci. 2025, 15(6), 756; https://doi.org/10.3390/educsci15060756 - 16 Jun 2025
Viewed by 598
Abstract
With the emergence of AI technology, its adoption in higher education has become an interesting field for researchers. The present study explores the acceptance of AI for learning the English language by Pakistani EFL students using the UTAUT-2 and Metacognition theory. The UTAUT-2 [...] Read more.
With the emergence of AI technology, its adoption in higher education has become an interesting field for researchers. The present study explores the acceptance of AI for learning the English language by Pakistani EFL students using the UTAUT-2 and Metacognition theory. The UTAUT-2 questionnaire was adapted with minor changes to make it suitable for the EFL context. Data were collected from the English departments of the top ten general universities in Pakistan to make the findings generalizable. Another step taken to ensure generalizability was the sampling of 611 students randomly from both undergraduate (BS and ADP) and postgraduate (MPhil and PhD) programs studying in different semesters. PLS-SEM was employed for data analysis. In the first step, the PLS algorithm was run for the measurement model, which confirmed the reliability, validity, and fitness of the model. Second, the bootstrapping method was used for hypothesis testing. The findings reveal that six of the ten hypotheses for direct relationships are supported. Habit (0.489) was found to be the strongest contributor to BI, followed by PE (0.141), SI (0.100), and FC (0.093). Moreover, actual use behaviour was predicted by habit (0.325) instead of BI and FC. These findings are supported by metacognition theory, as the habit of AI seems to shape the metacognitive knowledge of EFL learners in place of traditional learning methods, and other factors seem to reinforce the metacognitive experience of using AI language. The study suggests implications for EFL experts, academia, and policymakers to strategically integrate AI into language learning by informing them of its potential benefits and risks. Full article
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18 pages, 273 KiB  
Article
Designing English Curriculum Courses for Primary Preservice Teachers: A Focus on the Transformative Potential of Postmodern Picture Books
by Beryl Exley, Kylie Zee Bradfield and Danielle Heinrichs Henry
Educ. Sci. 2025, 15(6), 755; https://doi.org/10.3390/educsci15060755 - 16 Jun 2025
Viewed by 650
Abstract
In this article, we document our experiences as teacher educators as we designed and implemented two courses that scaffold primary preservice teachers to engage critically with postmodern picture books and to explore a range of pedagogical practices for using postmodern picture books in [...] Read more.
In this article, we document our experiences as teacher educators as we designed and implemented two courses that scaffold primary preservice teachers to engage critically with postmodern picture books and to explore a range of pedagogical practices for using postmodern picture books in classrooms with young children. Initially, our preservice teachers told us they did not have many experiences with postmodern picture books. Postmodern picture books are a special form of children’s literature that showcase some unique characteristics such as breaking boundaries, excess, indeterminacy and parody. In this article, our research investigation includes two case studies which draw on Schon’s classical approach to exploring the epistemology of our own practice through a reflective lens that brings together academic theory and professional practice. Firstly, we each recount our preservice teachers’ most adverse reactions to postmodern picture books. In response, we use the multiliteracies framework of the New London Group, that of situated practice, overt instruction, critical framing and transformed practice, to describe how we designed the learning activities and assessment tasks at two different universities in Australia. We do not attempt to generalise from our findings; rather, we explore the pedagogical framework that takes our preservice teachers from places of not knowing, resistance, and critique to one where they can articulate their understandings of postmodern picture books as social and cultural commentary and demonstrate a range of effective pedagogical applications. Full article
(This article belongs to the Special Issue Inspiring Engagement through Reading and Writing with Children’s Literature in Initial Teacher Education)
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