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Educ. Sci., Volume 15, Issue 7 (July 2025) – 107 articles

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15 pages, 217 KiB  
Article
The Institutional Evolution of Chinese University Data Governance: An Analytical Framework Based on Historical Institutionalism
by Duanhong Zhang, Bowen Song, Hongwei Geng, Yiming Chen and Hong Liu
Educ. Sci. 2025, 15(7), 891; https://doi.org/10.3390/educsci15070891 (registering DOI) - 12 Jul 2025
Abstract
This article examines the institutional evolution of university data governance in China through the lens of historical institutionalism, offering a novel perspective on this critical topic. This framework provides a structured approach to analyzing the role of institutional factors, power dynamics, and path [...] Read more.
This article examines the institutional evolution of university data governance in China through the lens of historical institutionalism, offering a novel perspective on this critical topic. This framework provides a structured approach to analyzing the role of institutional factors, power dynamics, and path dependence in shaping university data governance. Since the onset of the information age, Chinese university data governance has evolved through three distinct phases: functional departmentalism, cross-departmental collaborative governance with hierarchical structures, and governance focused on data openness and application. At a deeper level, shifts in governmental data governance serve as key indicators of transformations in university data governance, demonstrating the interplay between institutional frameworks and power structures. Path dependence is evident, with rational choices made by both the government and universities driving the persistence of existing governance models. Legitimacy emerges as the core driving force behind these institutional changes, while efficiency acts as an accelerator, contingent on legitimacy. To advance data governance, Chinese universities must break free from path dependence, reform institutional frameworks, and adapt data power structures to meet the evolving demands of data openness and effective application. Full article
(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)
23 pages, 363 KiB  
Article
“It’s Still There, but It’s Not the Same”: Black Student Leadership in the Wake of Anti-DEI State Policy
by Cameron C. Beatty, Johnnie Allen, Jr., Lauren White, William Baptist, Jr. and Derrick Woodard
Educ. Sci. 2025, 15(7), 890; https://doi.org/10.3390/educsci15070890 - 11 Jul 2025
Abstract
This study explores how Black student leaders (BSLs) at public historically white institutions (HWIs) in Florida and Georgia navigate racial battle fatigue (RBF) in the context of anti-DEI legislation. Amid rising political hostility toward diversity, equity, and inclusion (DEI) efforts, this research examines [...] Read more.
This study explores how Black student leaders (BSLs) at public historically white institutions (HWIs) in Florida and Georgia navigate racial battle fatigue (RBF) in the context of anti-DEI legislation. Amid rising political hostility toward diversity, equity, and inclusion (DEI) efforts, this research examines the lived experiences of 11 BSLs as they respond to racialized campus climates that are increasingly ambiguous and unsupportive. Using a critical qualitative approach, data were collected through two in-depth interviews per participant and analyzed using inductive and deductive coding. Four major findings emerged: (1) BSLs experience heightened psychological, physiological, and emotional forms if stress linked to their identity and leadership roles; (2) anti-DEI policies contribute to institutional erasure and confusion; (3) students express emotional withdrawal, hypervigilance, and disillusionment with performative leadership; (4) students employ culturally grounded coping strategies centered on self-care, spirituality, and community. This study underscores that BSLs are both empowered and burdened by their leadership, especially under politically restrictive conditions. The findings call for student affairs educators to prioritize engagement and belonging and offer identity-affirming support. Further, scholars with academic freedom are urged to continue documenting racialized student experiences. These insights are critical to protecting Black student leadership and equity-centered educational transformation. Full article
13 pages, 342 KiB  
Article
Teachers’ Understanding of Implementing Inclusion in Mainstream Classrooms in Rural Areas
by Medwin Dikwanyane Sepadi
Educ. Sci. 2025, 15(7), 889; https://doi.org/10.3390/educsci15070889 - 11 Jul 2025
Abstract
This study explores teachers’ understanding and implementation of inclusive education in a rural mainstream secondary school in Limpopo Province, South Africa. Grounded in the inclusive pedagogy framework, the research employed a qualitative approach, combining classroom observations and semi-structured interviews with three purposively selected [...] Read more.
This study explores teachers’ understanding and implementation of inclusive education in a rural mainstream secondary school in Limpopo Province, South Africa. Grounded in the inclusive pedagogy framework, the research employed a qualitative approach, combining classroom observations and semi-structured interviews with three purposively selected teachers. Findings revealed a significant disconnect between teachers’ conceptual support for inclusion and their classroom practices, which remained largely traditional and undifferentiated. Teachers expressed narrow or fragmented understandings of inclusion, often equating it solely with disability integration, and cited systemic barriers such as overcrowding, rigid curricula, and inadequate training as key challenges. Despite emotional discomfort and pedagogical insecurity, participants demonstrated a willingness to adopt inclusive strategies if provided with contextualised professional development and systemic support. The study underscores the need for strengthened pre-service and in-service teacher training, curriculum flexibility, and resource provision to bridge the policy-practice gap in rural inclusive education. Recommendations include collaborative learning communities, stakeholder engagement, and further research to advance equitable implementation. Full article
20 pages, 512 KiB  
Systematic Review
The Application of Machine Learning to Educational Process Data Analysis: A Systematic Review
by Jing Huang, Yan Ping Xin and Hua Hua Chang
Educ. Sci. 2025, 15(7), 888; https://doi.org/10.3390/educsci15070888 - 11 Jul 2025
Abstract
Educational process data offers valuable opportunities to enhance teaching and learning by providing more detailed insights into students’ learning and problem-solving processes. However, its large size, unstructured format, and inherent noise pose significant challenges for effective analysis. Machine learning (ML) has emerged as [...] Read more.
Educational process data offers valuable opportunities to enhance teaching and learning by providing more detailed insights into students’ learning and problem-solving processes. However, its large size, unstructured format, and inherent noise pose significant challenges for effective analysis. Machine learning (ML) has emerged as a powerful tool for tackling such complexities. Despite growing interest, a comprehensive review of ML applications in process data analysis remains lacking. This study contributes to the literature by systematically reviewing 38 peer-reviewed publications, dated from 2013 to 2024, following PRISMA 2020 guidelines. The findings of this review indicate that (1) clickstream data is the most widely used processing data type, (2) process data analysis offers actionable insights to support differentiated instruction and address diverse student needs, and (3) ML typically serves as a tool for coding process data or estimating student ability. Persistent challenges, including feature extraction and interpreting results for practical applications, are also discussed. Finally, implications for future research and practice are discussed with a focus on enhancing personalized learning, improving assessment accuracy, and promoting test fairness. Full article
(This article belongs to the Section Special and Inclusive Education)
26 pages, 15343 KiB  
Article
Transforming Physics Teacher Training Through ChatGPT: A Study on Usability and Impact
by Marcos Guerrero-Zambrano, Leonor Sanchez-Alvarado, Bryan Valarezo-Chamba and Erick Lamilla-Rubio
Educ. Sci. 2025, 15(7), 887; https://doi.org/10.3390/educsci15070887 - 11 Jul 2025
Abstract
Teacher training in Physics often faces challenges related to engaging students and conveying abstract concepts effectively. Generative AI tools, such as ChatGPT, present transformative opportunities for designing innovative and tailored educational activities. This study investigates the impact of ChatGPT on pre-service Physics teacher [...] Read more.
Teacher training in Physics often faces challenges related to engaging students and conveying abstract concepts effectively. Generative AI tools, such as ChatGPT, present transformative opportunities for designing innovative and tailored educational activities. This study investigates the impact of ChatGPT on pre-service Physics teacher training, focusing on its usability, effectiveness, and influence on participant satisfaction. Utilizing a quantitative research approach, two Likert-scale surveys were administered to 24 prospective Physics teachers in Ecuador, both before and after an intervention workshop. The workshop introduced participants to ChatGPT’s features and its applications in designing playful, Physics-focused learning activities. Results indicated a significant increase in familiarity with AI tools, enhanced activity design quality, and high satisfaction rates. Notably, 79% of participants highlighted ChatGPT’s utility in adapting activities to diverse learning levels, and 83% acknowledged its efficiency in reducing preparation time. These findings underscore ChatGPT’s potential to revolutionize Physics education by facilitating the creation of personalized and engaging learning resources. Future research should explore larger sample sizes and longitudinal impacts to fully realize the implications of AI-driven tools in educational contexts. Full article
(This article belongs to the Topic Artificial Intelligence in Early Childhood Education)
16 pages, 284 KiB  
Article
Emotion Management as Key to Mental Health? Teachers’ Emotions and Support Systems
by Ricarda Rübben
Educ. Sci. 2025, 15(7), 886; https://doi.org/10.3390/educsci15070886 - 11 Jul 2025
Abstract
In addition to recruiting new staff, retaining qualified teachers and supporting their mental well-being are becoming key priorities in German schools. One crucial factor associated with well-being is the use of emotion management. Given the emotional demands of the teaching profession, this study [...] Read more.
In addition to recruiting new staff, retaining qualified teachers and supporting their mental well-being are becoming key priorities in German schools. One crucial factor associated with well-being is the use of emotion management. Given the emotional demands of the teaching profession, this study examines teachers’ strategies to manage their work-related emotions and the role of school-based support in maintaining mental health. The analysis is based on interviews with 51 primary and secondary school teachers in Germany, using thematic analysis following Braun and Clarke. The results indicated that teachers employed various strategies to manage their emotions. In classroom settings, suppression—a response-focused strategy—was frequently used. Outside the classroom, teachers tended to seek emotional relief through attentional shifts and conversations with colleagues or family, which offer reassurance, cognitive reframing, and emotional release. The findings underscore the importance of a supportive school culture characterized by collegial exchange, supervision, counseling, and committed leadership. Such environments can reduce emotional strain and contribute significantly to teachers’ well-being. Implementing opportunities for consultation and collegial case discussion during working hours may represent a valuable investment in teacher retention, particularly in times of teacher shortages. Full article
17 pages, 287 KiB  
Article
Making the Grade: Parent Perceptions of A–F School Report Card Grade Accountability Regimes in the United States
by Ian Kingsbury, David T. Marshall and Candace M. Doak
Educ. Sci. 2025, 15(7), 885; https://doi.org/10.3390/educsci15070885 - 11 Jul 2025
Abstract
The Every Student Succeeds Act requires that U.S. states provide a public evaluation of the performance of each public school while providing broad discretion in how states devise performance frameworks. One common method consists of states assigning each school an A–F letter grade [...] Read more.
The Every Student Succeeds Act requires that U.S. states provide a public evaluation of the performance of each public school while providing broad discretion in how states devise performance frameworks. One common method consists of states assigning each school an A–F letter grade based on English and math proficiency rates and other measures of academic performance. Proponents of the summary letter-grade system cite its simplicity as a virtue, while detractors contend that the system is simplistic to a fault. To bring greater clarity to these ongoing debates, we solicited opinions from parents regarding state letter-grade systems. We conducted semi-structured focus groups with parents in Arizona, North Carolina, and Texas (three focus groups per state). These conversations revealed that most parents were not aware that the state grades schools. Once the performance framework was explained, most parents expressed a belief that it is overly simplistic and insufficiently deferential to what they perceive as the subjective nature of school quality. Parents also revealed substantial tension between their conception of school quality and the way it is operationalized in the report card, with the latter ascribing much greater importance to state test scores. Full article
(This article belongs to the Section Education and Psychology)
29 pages, 986 KiB  
Article
Quality of Reflections on Teaching: Approaches to Its Measurement and Low-Threshold Promotion
by Katrin Arendt, Lisa Stark, Anja Friedrich, Roland Brünken and Robin Stark
Educ. Sci. 2025, 15(7), 884; https://doi.org/10.3390/educsci15070884 - 10 Jul 2025
Abstract
The present study introduces a multidimensional approach to describing the composition of reflections, addressing previous inconsistencies in operationalization. The multidimensional approach was empirically explored in comparison to unidimensional reflection quality measures and examined in relation to reflection-related dispositions. Given the challenges of promoting [...] Read more.
The present study introduces a multidimensional approach to describing the composition of reflections, addressing previous inconsistencies in operationalization. The multidimensional approach was empirically explored in comparison to unidimensional reflection quality measures and examined in relation to reflection-related dispositions. Given the challenges of promoting reflection in teachers’ daily practice, low-threshold interventions—repeated practice and structuring prompts—were investigated regarding their potential to foster reflective competence. Using an integrated model of reflection, five proposed dimensions—describing, evaluating, naming alternatives, justification, and self-reference—were identified and assessed alongside the quality measures reflection depth and breadth, and holistic grading. N = 29 teachers reflected verbally on two teaching videos, first openly and then with structuring prompts. The transcribed reflections underwent qualitative and evaluative content analysis to extract quantitative data. Compared to existing quality measures, the multidimensional approach provided deeper insights into the complexity of the reflections. The correlations between different approaches to reflection measurement and the reflection-related dispositions were only partially as expected. While repeated practice did not yield a training effect, structuring prompts improved reflection quality. Overall, the findings confirm the usefulness of the multidimensional approach as a valuable means to describe the composition of reflections and highlight its potential for quality measurement. Full article
(This article belongs to the Special Issue The Role of Reflection in Teaching and Learning)
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18 pages, 2011 KiB  
Article
Mixed Reality Laboratory for Teaching Control Concepts: Design, Validation, and Implementation
by Alejandro Guajardo-Cuéllar, Ricardo Corona-Echauri, Ramón A. Meza-Flores, Carlos R. Vázquez, Alberto Rodríguez-Arreola and Manuel Navarro-Gutiérrez
Educ. Sci. 2025, 15(7), 883; https://doi.org/10.3390/educsci15070883 - 10 Jul 2025
Abstract
Mixed reality (MR) laboratories combine physical elements with virtual components, providing convenient experiential environments for testing engineering concepts. This article reports the design, validation, and implementation of an MR laboratory for engineering students to practice the implementation of control algorithms in microcontrollers. First, [...] Read more.
Mixed reality (MR) laboratories combine physical elements with virtual components, providing convenient experiential environments for testing engineering concepts. This article reports the design, validation, and implementation of an MR laboratory for engineering students to practice the implementation of control algorithms in microcontrollers. First, the design of the MR lab is described in detail. In this, a seesaw electromechanical system is emulated, being synchronized with electrical signals that represent sensors’ measurements and actuators’ commands. Thus, a control algorithm implemented by the students in a microcontroller can affect the simulated system in real time. The real seesaw system was used to validate the simulated plant in the MR lab, finding that the same control algorithm effectively controls both the simulated and physical seesaw systems. A practice, designed based on Kolb’s experiential learning cycle, where the students must implement P, PI, and PID controllers in the MR lab, was implemented. A survey was conducted to assess the students’ motivation, and a post-test was administered to evaluate their learning outcomes. Full article
21 pages, 336 KiB  
Review
The Role of University Professors’ Emotional Competencies in Students’ Academic and Psychological Well-Being: A Systematic Review
by Camilla Brandao De Souza and Alessandra Cecilia Jacomuzzi
Educ. Sci. 2025, 15(7), 882; https://doi.org/10.3390/educsci15070882 - 10 Jul 2025
Abstract
In higher education, the emotional intelligence (EI) of university professors, defined as the ability to perceive, understand, manage and utilize emotions effectively, is increasingly recognized as a pivotal factor in enhancing students’ academic achievement and psychological well-being. However, the scarcity of studies directly [...] Read more.
In higher education, the emotional intelligence (EI) of university professors, defined as the ability to perceive, understand, manage and utilize emotions effectively, is increasingly recognized as a pivotal factor in enhancing students’ academic achievement and psychological well-being. However, the scarcity of studies directly linking professors’ EI to students’ well-being highlights a critical research gap. This systematic review investigates how professors’ emotional competencies influence student outcomes—such as academic performance, engagement, motivation, and mental health—and identifies the factors that mediate or moderate these effects. Findings indicate that professors’ EI, particularly empathy, emotional regulation, and interpersonal skills, significantly enhances student engagement, motivation, and academic satisfaction, with indirect effects on psychological well-being. Cultural context, teaching modality (e.g., online vs. in-person), and professors’ age and experience moderate these effects and influence effect sizes. Qualitative synthesis further highlighted contextual gaps in the literature. The limited focus on well-being and outcomes and reliance on self-report measures underscore the need for longitudinal, culturally diverse studies and performance-based EI assessments. The value of this research lies in its potential to inform evidence-based educational practices and institutional policies. By elucidating the role of professors’ EI, the review lays the groundwork for developing faculty training programs aimed at strengthening emotional competencies and fostering inclusive, supportive learning environments that promote student growth and resilience. This is especially relevant given the growing prevalence of stress, anxiety, and disengagement among university students, exacerbated by post-pandemic challenges and academic pressures. Understanding the impact of EI can inform culturally responsive interventions, improve student retention, and enhance institutional effectiveness, thereby addressing a pressing need in contemporary higher education. In today’s rapidly evolving technological, social, and cultural landscape, universities have both the opportunity and the responsibility to act as catalysts for the creation of an educational culture that promotes social well-being. This requires adopting educational and organizational models that prioritize human care and the quality of interpersonal relationships. To be effective, these priorities must be integrated into all university operations, from governance to student support and talent development. Full article
(This article belongs to the Section Higher Education)
14 pages, 481 KiB  
Article
Technology Access and Financial Stress: Post-COVID-19 Academic Outcomes for First-Generation and Continuing-Generation College Students
by Besjanë Krasniqi and Susan Sonnenschein
Educ. Sci. 2025, 15(7), 881; https://doi.org/10.3390/educsci15070881 - 10 Jul 2025
Abstract
Technology is essential in higher education, yet disparities in access disproportionately affect first-generation college students. This study examines how technology access and financial stress impact academic performance for first-generation (FGCS) and continuing-generation college students (CGCS). Students (N = 430) were asked to [...] Read more.
Technology is essential in higher education, yet disparities in access disproportionately affect first-generation college students. This study examines how technology access and financial stress impact academic performance for first-generation (FGCS) and continuing-generation college students (CGCS). Students (N = 430) were asked to reflect on their experiences during the COVID-19 pandemic, particularly their technology access and financial stress. Results showed that FGCS reported significantly lower technology access and higher levels of financial stress than CGCS. Greater technology access was a significant positive predictor of academic performance for FGCS but not CGCS. However, this effect diminished when financial stress was added to the regression model. Moderation analysis showed that financial stress significantly moderated the relation between technology access and academic performance. This suggests that under high financial stress, technology access becomes a critical resource for academic performance. Full article
(This article belongs to the Collection Trends and Challenges in Higher Education)
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14 pages, 236 KiB  
Article
“Here Comes the Teacher”: Navigating the Complexities of Being a Teacher in Rural Finland
by Unn-Doris K. Bæck and Outi Autti
Educ. Sci. 2025, 15(7), 880; https://doi.org/10.3390/educsci15070880 - 10 Jul 2025
Abstract
This study examines the complexities faced by teachers in rural Finland, focusing on tensions between professional roles and social lives within tight-knit communities. This research addresses the challenges of maintaining well-qualified teaching staff in rural schools. The purpose of the study is understanding [...] Read more.
This study examines the complexities faced by teachers in rural Finland, focusing on tensions between professional roles and social lives within tight-knit communities. This research addresses the challenges of maintaining well-qualified teaching staff in rural schools. The purpose of the study is understanding the experiences of rural teachers and the challenges they face, including high visibility, community expectations, and blurred boundaries between personal and professional lives. The study uses a qualitative research design, employing in-depth interviews with 21 teachers across two rural locations in Northern Finland. The interviews focused on work experiences, roles, and reflections on the local educational context. The findings highlight that rural teachers experience a blurring of professional and social roles, leading to feelings of being constantly “on the job” and a lack of privacy. Community expectations often dictate their behavior outside of school. The study also reveals divisions within the teaching staff between local and commuting teachers. The study concludes that the cultural narrative of being a teacher in rural contexts includes traditional expectations of teachers, clashing with modern notions of teaching as a profession. The study emphasizes the importance of preparing teachers to be community-ready, acknowledging the challenges of rural teaching. Full article
(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)
21 pages, 297 KiB  
Article
Peer Feedback, English Public Speaking Self-Efficacy, and Performance in Facebook and Brightspace
by Lucia Urena-Rodriguez, Victoria L. Lowell and Weijian Yan
Educ. Sci. 2025, 15(7), 879; https://doi.org/10.3390/educsci15070879 - 9 Jul 2025
Viewed by 277
Abstract
Social media applications (SMAs) stand at the forefront of emerging technologies in language education due to their transformative potential to enhance English speaking skills. Unlike traditional tools, SMAs leverage features like real-time communication, multimedia integration, and global connectivity, fostering authentic, meaningful interactions in [...] Read more.
Social media applications (SMAs) stand at the forefront of emerging technologies in language education due to their transformative potential to enhance English speaking skills. Unlike traditional tools, SMAs leverage features like real-time communication, multimedia integration, and global connectivity, fostering authentic, meaningful interactions in socially engaging environments. Although learning management systems (LMSs) such as Brightspace have been predominantly used to conduct English language learning activities, including peer feedback, SMAs like Facebook offer unique affordances that may further promote student engagement and confidence. Developing public speaking skills is critical for effective communication in English language education; however, many students struggle with self-efficacy, speaking anxiety, and providing meaningful feedback to peers. Given the potential benefits of SMAs, this study explored their comparative impact on three dimensions of English language learning: English public speaking self-efficacy, peer feedback self-efficacy, and English speaking performance. This quasi-experimental study used a pretest–posttest design with undergraduate students (n = 15) at a large Midwestern university in the United States. Independent sample t-tests were conducted to compare outcomes between the Facebook and Brightspace groups. The results revealed that both SMAs and LMSs were equally effective platforms for peer feedback activities, with no significant differences found between groups across the three targeted areas of learning. Full article
18 pages, 1251 KiB  
Article
From Classroom to Community: Evaluating Data Science Practices in Education and Social Justice Projects
by Marc T. Sager, Jeanna R. Wieselmann and Anthony J. Petrosino
Educ. Sci. 2025, 15(7), 878; https://doi.org/10.3390/educsci15070878 - 9 Jul 2025
Viewed by 133
Abstract
Critical data literacy (CDL) has emerged as a crucial component in data science education, transcending traditional disciplinary boundaries. Promoting CDL requires collaborative approaches to enhance learners’ skills in data science, going beyond mere quantitative reasoning to encompass a comprehensive understanding of data workflows [...] Read more.
Critical data literacy (CDL) has emerged as a crucial component in data science education, transcending traditional disciplinary boundaries. Promoting CDL requires collaborative approaches to enhance learners’ skills in data science, going beyond mere quantitative reasoning to encompass a comprehensive understanding of data workflows and tools. Despite the growing literature on CDL, there is still a need to explore how students use data science practices for supporting the learning of CDL throughout a summer-long data science program. Drawing on situative perspectives of learning, we utilize a descriptive case study to address our research question: How do data science practices taught in a classroom setting differ from those enacted in real-world social justice projects? Key findings reveal that while the course focused on abstract principles and basic technical skills, the Food Justice Project provided students with a more applied understanding of data tools, ethics, and exploration. Through the project, students demonstrated a deeper engagement with CDL, addressing real-world issues through detailed data analysis and ethical considerations. This manuscript adds to the literature within data science education and has the potential to bridge the gap between theoretical knowledge and practical application, preparing students to address real-world data science challenges through their coursework. Full article
(This article belongs to the Special Issue Cultivating Teachers for STEAM Education)
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15 pages, 1054 KiB  
Article
High-Impact Tutoring to Accelerate Learning for Intermediate Students: A Pilot Study
by Katherine Brodeur, Audrey Conway Roberts and Thomas Roberts
Educ. Sci. 2025, 15(7), 877; https://doi.org/10.3390/educsci15070877 - 9 Jul 2025
Viewed by 111
Abstract
High-impact tutoring is a promising way to address reading and mathematics achievement declines following years of pandemic-interrupted schooling. This pilot study seeks to determine the impact of small-group tutoring, provided by preservice teachers, on students in grades 2–5. Using beginning-, middle-, and end-of [...] Read more.
High-impact tutoring is a promising way to address reading and mathematics achievement declines following years of pandemic-interrupted schooling. This pilot study seeks to determine the impact of small-group tutoring, provided by preservice teachers, on students in grades 2–5. Using beginning-, middle-, and end-of year benchmark assessments, descriptive statistics were calculated for tutored and non-tutored groups and compared against the norming sample. The results indicate that students receiving mathematics tutoring (fourth and fifth grades) and third-grade students receiving reading tutoring demonstrated growth at rates that exceeded their non-tutored peers. Second-grade students who received reading tutoring improved at a greater rate than the norming sample but less than their non-tutored peers. The results of this pilot study indicate the potential impact of tutoring by preservice teachers on reading and mathematics outcomes for intermediate students. Full article
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23 pages, 1403 KiB  
Article
Stakeholder Insights and Presidential Capital: Leadership Turnover and Its Impact on Higher Education
by Trina Fletcher, Ahlam Alharbi and Lesia Crumpton-Young
Educ. Sci. 2025, 15(7), 876; https://doi.org/10.3390/educsci15070876 - 9 Jul 2025
Viewed by 149
Abstract
Historically Black colleges and universities (HBCUs) in the United States have been experiencing a leadership turnover crisis, with 23 president and chancellor changes announced in 2022 and 41 in 2023. A survey of HBCU stakeholders at the 2023 White House Initiative on HBCUs [...] Read more.
Historically Black colleges and universities (HBCUs) in the United States have been experiencing a leadership turnover crisis, with 23 president and chancellor changes announced in 2022 and 41 in 2023. A survey of HBCU stakeholders at the 2023 White House Initiative on HBCUs was conducted to identify high-impact areas linked to this turnover, focusing on areas critical to the advancement and sustainment of HBCUs through the eyes of HBCU stakeholders. Additionally, it attempted to understand how campus dynamics and challenges can impact leaders using capital theory. The survey identified internal and external challenges, including engagement, morale, support, and retention across various stakeholders, suggesting that the turnover crisis needs to be viewed from the perspective of leaders’ turnover rather than leadership turnover. It was concluded that leaders’ forms of capital are compromised by misaligned campus dynamics, negatively impacting morale and engagement, leading to distrust, lack of support, pushback, and attrition. Therefore, leaders’ capitals can be depleted, leading to frustration, burnout, and ultimately voluntary resignation. The findings are crucial for institutions and leaders to understand and, most importantly, mitigate the impact of leader turnover on institutions, which demand stability. Full article
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20 pages, 241 KiB  
Article
Redefining the Moral Attributes of an Excellent Secondary School Teacher
by Dejan Jelovac
Educ. Sci. 2025, 15(7), 875; https://doi.org/10.3390/educsci15070875 - 8 Jul 2025
Viewed by 96
Abstract
This philosophical essay reconsiders and redefines the moral attributes, virtues, and duties of an excellent secondary school teacher, emphasizing their pivotal role in the moral development of adolescents during secondary socialization. Grounded in Kantian deontological ethics, it formulates 15 maxims as categorical imperatives [...] Read more.
This philosophical essay reconsiders and redefines the moral attributes, virtues, and duties of an excellent secondary school teacher, emphasizing their pivotal role in the moral development of adolescents during secondary socialization. Grounded in Kantian deontological ethics, it formulates 15 maxims as categorical imperatives to guide morally acceptable teacher behavior, focusing on their function as role models in shaping students’ moral consciousness, as informed by Kohlberg’s theory of moral development. Through a multidisciplinary approach integrating philosophy, psychology, pedagogy, sociology, and anthropology, the essay provides a comprehensive framework for understanding the complexity of the teaching profession. The results offer a foundation for future empirical studies and the development of teacher training programs to enhance educational quality. Full article
24 pages, 1687 KiB  
Article
Analyzing the Availability of TPACK Framework Dimensions Among Elementary Mathematics Teachers: A Survey-Based Study on Demographic Variables
by Rakan S. Alqahtani and Essa A. Alibraheim
Educ. Sci. 2025, 15(7), 874; https://doi.org/10.3390/educsci15070874 - 8 Jul 2025
Viewed by 77
Abstract
This study sought to explore the extent to which the dimensions of the TPACK framework are present among mathematics teachers at the elementary level from their perspective. The study’s goals were accomplished through the use of a descriptive approach, and a questionnaire was [...] Read more.
This study sought to explore the extent to which the dimensions of the TPACK framework are present among mathematics teachers at the elementary level from their perspective. The study’s goals were accomplished through the use of a descriptive approach, and a questionnaire was distributed to 107 mathematics teachers in the eastern region of Saudi Arabia to collect data. The results indicated that the dimensions of the TPACK framework were highly present among the participants. The highest level was observed in the dimension of Pedagogical Content Knowledge (PCK) at 78.1%, while the lowest was in the Technological Content Knowledge (TCK) dimension at 68.2%. The findings also revealed no statistically significant differences based on gender or education sector. However, statistically significant differences were found in favor of teachers with higher academic qualifications (postgraduate studies) and more years of teaching experience. The study recommends continuing efforts to enhance teacher training programs dealing with integrating technology into teaching, drawing on global experiences in applying the TPACK framework. Full article
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19 pages, 544 KiB  
Article
Self-Concept Modulates Motivation and Learning Strategies in Higher Education: Comparison According to Sex
by Ramón Chacón-Cuberos, Jennifer Serrano-García, Inmaculada Serrano-García and Manuel Castro-Sánchez
Educ. Sci. 2025, 15(7), 873; https://doi.org/10.3390/educsci15070873 - 8 Jul 2025
Viewed by 193
Abstract
The transition towards adulthood represents a complex period in which the development of personal identity culminates in young adults, whilst, at the same time, many undertake university studies in order to access the job market. The aim of the present study was to [...] Read more.
The transition towards adulthood represents a complex period in which the development of personal identity culminates in young adults, whilst, at the same time, many undertake university studies in order to access the job market. The aim of the present study was to analyse the associations between self-concept, motivation, and learning strategies in the Spanish university context using structural equations to examine sex as a modifying factor. A descriptive, cross-sectional, and ex post facto study was conducted with a representative sample of 2736 students. The results revealed a positive association between academic self-concept and the three basic psychological needs, with the needs of autonomy and competence being of particular importance amongst the males. It was determined that the satisfaction of all of the needs favoured the development of learning strategies in both genders, with the exception of the need for relatedness, which was not relevant. Finally, it was demonstrated that the females employed better elaboration strategies, whilst the males were better able to regulate effort. It can, therefore, be concluded that the promotion of self-determined motivation favours the development of a positive self-image and learning strategies, with it being crucial for students to be intrinsically motivated. This may help university students avoid dropping out from degree courses. Full article
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8 pages, 181 KiB  
Editorial
Rethinking Student Wellbeing in Higher Education: A Multifaceted Approach to Stress Management
by Jinjing Fang, Xin Ren and Valerie Ann Sotardi
Educ. Sci. 2025, 15(7), 872; https://doi.org/10.3390/educsci15070872 - 8 Jul 2025
Viewed by 185
Abstract
The increasing prevalence of psychological distress among students has prompted global concern about how educational systems might promote student wellbeing [...] Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
8 pages, 176 KiB  
Editorial
Project-Based Learning as a Catalyst for Integrated STEM Education
by Mi Yeon Lee and Jean S. Lee
Educ. Sci. 2025, 15(7), 871; https://doi.org/10.3390/educsci15070871 - 8 Jul 2025
Viewed by 197
Abstract
The call for enhancing Science, Technology, Engineering, and Mathematics (STEM) education to prepare students for tackling complex global challenges has become increasingly urgent (Becker & Park, 2011; Contribution 1; English, 2016; Contribution 7; Sokolova et al [...] Full article
(This article belongs to the Special Issue Project-Based Learning in Integrated STEM Education)
12 pages, 241 KiB  
Article
From Implementation to Application: An Empirical Analysis of Teachers’ Media and ICT Skills in the Reform Process
by Marina Grgić and Lynn Bolliger
Educ. Sci. 2025, 15(7), 870; https://doi.org/10.3390/educsci15070870 - 7 Jul 2025
Viewed by 116
Abstract
The implementation of new curricula presents significant challenges for teachers and necessitates the adaptation of their professional competencies. This study examines how the digital skills of Swiss teachers differ during and after the implementation of the Media and Information Literacy (MIL) modular curriculum. [...] Read more.
The implementation of new curricula presents significant challenges for teachers and necessitates the adaptation of their professional competencies. This study examines how the digital skills of Swiss teachers differ during and after the implementation of the Media and Information Literacy (MIL) modular curriculum. To achieve this, two independent samples totaling 617 teachers were surveyed at different stages of the reform. The analysis employed a multivariate analysis of variance (MANOVA) to identify differences in the four facets of MIL competence between the samples. The results indicate that MIL competencies did not improve uniformly. While no significant differences were found in the facets of ‘ICT knowledge and application’ and ‘media education knowledge and application’, significant differences were observed in the facets of ‘specialized didactics MIL’ and ‘interdisciplinary pedagogical and didactic knowledge’. The latter facet showed higher values after the reform, likely due to increased exposure to further training measures. These findings illustrate that teachers’ competencies can develop differently throughout a reform process, highlighting the importance of targeted professional development programs. The study provides valuable empirical findings for educational research and offers practical implications for the design of future reform processes. Full article
(This article belongs to the Section Curriculum and Instruction)
17 pages, 870 KiB  
Review
Monolingual Early Childhood Educators Teaching Multilingual Children: A Scoping Review
by Camila Jaramillo-López, Susana Mendive and Dina C. Castro
Educ. Sci. 2025, 15(7), 869; https://doi.org/10.3390/educsci15070869 - 7 Jul 2025
Viewed by 239
Abstract
The presence of culturally and linguistically diverse children increases in early education classrooms worldwide. In monolingual education settings, multilingual children are at a disadvantage regarding their learning opportunities compared to monolingual children. Knowledge about how monolingual educators support children in a multilingual classroom [...] Read more.
The presence of culturally and linguistically diverse children increases in early education classrooms worldwide. In monolingual education settings, multilingual children are at a disadvantage regarding their learning opportunities compared to monolingual children. Knowledge about how monolingual educators support children in a multilingual classroom has not been systematized yet. The present scoping review aims to synthesize the existing empirical evidence on (a) characteristics of the learning environment of monolingual teachers with multilingual children and (b) how teacher characteristics relate to the learning environment characteristics in early education institutions worldwide. The inclusion criteria used in this review included articles that report empirical evidence from 1990 to 2024, with multilingual children aged 0–6 of minoritized languages and monolingual teacher practices within a naturalist environment. Subsequently, through the PRISMA-ScR method on the articles found in the WOS and SCIELO databases, 40 articles were included with qualitative, quantitative, and mixed-methods designs. The results showed that in the Latin American context, culturally responsive practices are scarce for bilingual children with immigrant backgrounds. In the USA and European contexts, educators are more likely to implement activities that include children’s L1, even if they have limited knowledge of that language. The international perspective of this review allows us to identify contributions and challenges in different geographic regions. Full article
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20 pages, 752 KiB  
Article
University Teachers’ Digital Competence and AI Literacy: Moderating Role of Gender, Age, Experience, and Discipline
by Ida Dringó-Horváth, Zoltán Rajki and Judit T. Nagy
Educ. Sci. 2025, 15(7), 868; https://doi.org/10.3390/educsci15070868 - 7 Jul 2025
Viewed by 267
Abstract
The present research aims to contribute to the effective development of AI literacy and thus to its proper educational integration by investigating (i) the relationship between teachers’ AI literacy and digital competence and (ii) whether this relationship varies by gender, discipline, age, and [...] Read more.
The present research aims to contribute to the effective development of AI literacy and thus to its proper educational integration by investigating (i) the relationship between teachers’ AI literacy and digital competence and (ii) whether this relationship varies by gender, discipline, age, and teaching experience. This is the first large-sample study in Hungary to comprehensively analyze such relationships, based on a representative sample of 1103 teachers from 13 fields of education. After a theoretical grounding and literature review, the study describes the research methodology, analyzes the empirical results, and concludes. The research contributes to the AI literacy literature by providing empirical evidence from a previously understudied population—Hungarian university teachers—and by refining the understanding of the role of digital competence in the context of technological transformation. The findings highlight that the development of AI literacy does not require a one-size-fits-all approach but rather strategies tailored to the specific needs of target groups (e.g., gender, scientific fields, and experience levels). Full article
(This article belongs to the Section Higher Education)
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11 pages, 224 KiB  
Editorial
Editorial: Empowering Teacher Professionalization with Digital Competencies
by Charlott Rubach and Rebecca Lazarides
Educ. Sci. 2025, 15(7), 867; https://doi.org/10.3390/educsci15070867 - 6 Jul 2025
Viewed by 197
Abstract
As digital technologies continue to reshape education, equipping teachers with digital competencies has become a pressing need in both policy and research across Europe and worldwide [...] Full article
(This article belongs to the Special Issue Empowering Teacher Professionalization with Digital Competences)
11 pages, 301 KiB  
Article
AI as Sub-Symbolic Systems: Understanding the Role of AI in Higher Education Governance
by Xiaomin Li, David A. Turner and Baocun Liu
Educ. Sci. 2025, 15(7), 866; https://doi.org/10.3390/educsci15070866 - 6 Jul 2025
Viewed by 186
Abstract
This paper develops the argument that, in the application of AI to improve the system of governance for higher education, machine learning will be more effective in some areas than others. To make that assertion more systematic, a classificatory taxonomy of types of [...] Read more.
This paper develops the argument that, in the application of AI to improve the system of governance for higher education, machine learning will be more effective in some areas than others. To make that assertion more systematic, a classificatory taxonomy of types of decisions is necessary. This paper draws upon the classification of decision processes as either symbolic or sub-symbolic. Symbolic approaches focus on whole system design and emphasise logical coherence across sub-systems, while sub-symbolic approaches emphasise localised decision making with distributed engagement, at the expense of overall coherence. AI, especially generative AI, is argued to be best suited to working at the sub-symbolic level, although there are exceptions when discriminative AI systems are designed symbolically. The paper then uses Beer’s Viable System Model to identify whether the decisions necessary for viability are best approached symbolically or sub-symbolically. The need for leadership to recognise when a sub-symbolic system is failing and requires symbolic intervention is a specific case where human intervention may be necessary to override the conclusions of an AI system. The paper presents an initial analysis of which types of AI would support which functions of governance best, and explains why ultimate control must always rest with human leaders. Full article
(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)
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21 pages, 550 KiB  
Article
Latine Students’ STEM Identity Development: Reflecting on Implicit Biases, Imposter Syndrome, Self-Efficacy, and Support Systems
by Alyssa Guadalupe Cavazos, Valerie Leija and Javier Cavazos Vela
Educ. Sci. 2025, 15(7), 865; https://doi.org/10.3390/educsci15070865 - 5 Jul 2025
Viewed by 443
Abstract
This study used an equity ethic framework and a STEM identity model to contextualize and understand Latine students’ perceptions of STEM identity development. The purpose of this study was to investigate how Latine undergraduate students who engaged in STEM coursework perceived their learning [...] Read more.
This study used an equity ethic framework and a STEM identity model to contextualize and understand Latine students’ perceptions of STEM identity development. The purpose of this study was to investigate how Latine undergraduate students who engaged in STEM coursework perceived their learning experiences and stories of resilience through an equity ethic framework. Data were collected through interviews with 19 Latine college students attending a Hispanic-Serving Institution. Findings revealed the following themes related to Latine students’ STEM identity development and lived experiences in STEM coursework: implicit biases, imposter syndrome, self-efficacy, and support system and resources. Findings highlight the need for institutions of higher education to promote Latine students’ self-efficacy to positively influence STEM identity development while addressing systemic issues, such as implicit biases and imposter syndrome to create safe, growth-enhancing educational climates for students with minoritized identities. We provided implications to cultivate Latine students’ STEM identity development through inclusive teaching and learning practices that foster equitable learning environments as well as institutional resources that support students’ mental health and resilience. Implications of this study can be modeled at HSIs to positively influence STEM identity development and increase Latine students’ persistence in STEM fields. Full article
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17 pages, 293 KiB  
Article
Familycentric School as a Solution to School Refusal/School Can’t
by Rebecca English
Educ. Sci. 2025, 15(7), 864; https://doi.org/10.3390/educsci15070864 - 4 Jul 2025
Viewed by 113
Abstract
School refusal, sometimes called school can’t, is a growing problem in Australia and around the world. It has coincided with a period of distrust in schools and a sense that schools are not serving the needs of their communities. One approach that can [...] Read more.
School refusal, sometimes called school can’t, is a growing problem in Australia and around the world. It has coincided with a period of distrust in schools and a sense that schools are not serving the needs of their communities. One approach that can bridge the gap between schools and their communities is Familycentric schooling. This approach involves bringing families into the classroom and working with parents as leaders alongside teachers. This paper examined submissions to a parliamentary inquiry into homeschooling after a period of school can’t. These families reported they wanted to support their children, but the school was not welcoming. The paper finds that Familycentric schooling, with its approach of welcoming parent knowledge in the classroom and working alongside professionals to support young people in their learning and engagement in school, could be a solution to prevent school can’t and encourage young people to reengage with school. It suggests that the role of schools has changed and that Familycentric schooling may help schools adapt to the needs of twenty-first century parents. Full article
19 pages, 276 KiB  
Article
Creating Cultural Conditions for Collaborative Professional Learning in FE and HE Communities of Practice: A Case Study
by Clare Power, Catriona Warren, Eleanor Neff, Tracey Anderson and Joan Slevin
Educ. Sci. 2025, 15(7), 863; https://doi.org/10.3390/educsci15070863 - 4 Jul 2025
Viewed by 110
Abstract
This research is situated within the Irish tertiary educational space, between higher education (HE) and further education and training (FET). The higher education organisation in which this research is set is the Literacy Development Centre (LDC)—South-East Technological University (SETU), and the further education [...] Read more.
This research is situated within the Irish tertiary educational space, between higher education (HE) and further education and training (FET). The higher education organisation in which this research is set is the Literacy Development Centre (LDC)—South-East Technological University (SETU), and the further education organisation is the Longford Westmeath Education Training Board (LWETB). This study focuses on the provision of a 30 Credit NFQ Level 6 qualification entitled Certificate in Adult Literacy Studies. Methods include multiple focus groups to capture the differing accounts of experience. The findings of this research present a unique 360-degree view of experiences of the blended delivery of this curriculum programme. Voices reported here include all stakeholders, specifically the people who logistically manage the programme from both the HE and FE perspectives, the lecturers and their students. The research focuses specifically on the opportunities, the positives, the challenges and the lessons learned for all the research participants involved in delivering this programme within this tertiary space. This article concludes with a discussion of the impact of this type of academic delivery upon the students and other respective organisational stakeholders from both the HE and the FE perspectives. Full article
19 pages, 445 KiB  
Systematic Review
Students’ Motivation for Classroom Music: A Systematic Literature Review
by Bernadett Kiss, Tun Zaw Oo, Fanni Biró and Krisztián Józsa
Educ. Sci. 2025, 15(7), 862; https://doi.org/10.3390/educsci15070862 - 4 Jul 2025
Viewed by 202
Abstract
Music learning can provide students with significant emotional and educational benefits, including stress relief, increased confidence, self-expression, brain development, enhanced attention, and perseverance. Despite these advantages, many students perceive music lessons as less important and tend to pay less attention in music classrooms. [...] Read more.
Music learning can provide students with significant emotional and educational benefits, including stress relief, increased confidence, self-expression, brain development, enhanced attention, and perseverance. Despite these advantages, many students perceive music lessons as less important and tend to pay less attention in music classrooms. Consequently, motivation plays a crucial role for both teachers and students in facilitating an effective teaching and learning process in music education. Although motivation is generally understood as a student’s desire to engage in the learning process, it remains a complex concept that researchers and educators continue to explore across various educational contexts. This study aimed to review students’ motivation for classroom music by analyzing research from different studies in music education. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, 27 studies were reviewed and included. The findings identified four theoretical constructs related to motivation in classroom music: expectancy–value theory, self-determination theory, mastery motivation, and achievement goal theory. Among these, the first two were most commonly discussed across the reviewed studies. All the reviewed studies employed self-reported questionnaires as their primary assessment tools. Most studies indicated that girls demonstrated higher motivation levels than boys in music classrooms. Additionally, the findings emphasized that teachers’ instructional strategies are critical for enhancing students’ motivation. This study contributes to the field of music education by highlighting the pivotal role of teacher strategies in fostering motivation and by providing a comprehensive review of motivational theories, assessment tools, and gender-related motivational differences in music education. Full article
(This article belongs to the Special Issue Contemporary Issues in Music Education: International Perspectives)
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